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ERIC Number: EJ855339
Record Type: Journal
Publication Date: 2009-Oct
Pages: 20
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1046-560X
Preparing Teachers to Make the Formative Assessment Process Integral to Science Teaching and Learning
Buck, Gayle A.; Trauth-Nare, Amy E.
Journal of Science Teacher Education, v20 n5 p475-494 Oct 2009
Formative assessment provides a means to successfully scaffold learning. Unfortunately, few teachers understand the pedagogical implications of such scaffolding or their role in utilizing formative assessments. The purpose of our study was to develop an understanding of the experience of being a teacher that is seeking to improve learning through formative assessment and using that understanding to improve our practices in teacher education. Three categories emerged from the data analysis: (1) questioning the validity of tacit pedagogical understandings, (2) understanding the experiences of the students, and (3) exploring the need to develop a more reflexive classroom. The findings from this study are useful for persons seeking to prepare teachers to guide science learning.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A