NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1177153
Record Type: Journal
Publication Date: 2016
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1029-5968
Assessment for Learning in Teacher Education Programs: Navigating the Juxtaposition of Theory and Praxis
DeLuca, Christopher; Volante, Louis
Journal of the International Society for Teacher Education, v20 n1 p19-31 2016
This paper examines the challenges associated with promoting and modeling assessment for learning within initial teacher education programs. Based on their experiences teaching in a variety of higher education institutions within Canada and the United States and on a critical synthesis of literature, the authors identify three broad constraints that contribute to the current theory-praxis divide. Specifically, the article outlines temporal, programmatic, and institutional constraints that typically undermine the spirit of assessment for learning within initial teacher preparation programs. After documenting these constraints, the paper concludes with a research agenda for aimed at promoting more effective integration of assessment for learning in teacher education programs.
International Society for Teacher Education. Danish School of Education, Aarhus University, Niels Juelsgade 84, 8210 Aarhus N. Denmark; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; United States
Grant or Contract Numbers: N/A