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ERIC Number: EJ1165010
Record Type: Journal
Publication Date: 2017-Dec
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0313-5373
EISSN: N/A
The Complexity of Practicum Assessment in Teacher Education: An Examination of Four New Zealand Case Studies
Aspden, Karyn M.
Australian Journal of Teacher Education, v42 n12 Article 8 p128-143 Dec 2017
Practicum is a key element of initial teacher education (ITE) programmes, designed to support the professional growth of student teachers. Practicum is also a key point of assessment, leading to a determination of the student's professional growth and their readiness to teach and enter the teaching profession. This study sought to understand the way in which the assessment of practicum was enacted and experienced within New Zealand early childhood ITE programmes. Case study methodology was used to explore the experiences of practicum triads from four participating institutions. Data included recordings of triadic assessment meetings, post-assessment interviews with the student teachers, associate teachers and teacher educators, and examination of associated assessment documentation. In presenting key features of the four case studies it is argued that practicum assessment is complex and multi-faceted, enacted with institutional parameters, but highly individualised in practice.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A