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ERIC Number: EJ855836
Record Type: Journal
Publication Date: 2009-May
Pages: 12
Abstractor: As Provided
Reference Count: 28
ISSN: ISSN-1742-5964
Responding to the Challenges Posed by Summative Teacher Candidate Evaluation: A Collaborative Self-Study of Practicum Supervision by Faculty
Ciuffetelli Parker, Darlene; Volante, Louis
Studying Teacher Education, v5 n1 p33-44 May 2009
In our pre-service department, university practicum supervisors are faculty members who offer academic, social, and personal support to teacher candidates during their year-long program. Their role is described as one designed primarily to provide formative assessment and feedback to improve classroom practice and reflection on practice. This collaborative self-study describes how two new faculty members responded to the challenges posed by the teacher candidate evaluation process. Methods used included formal tape-recorded discussions during meetings of the self-study group of newly hired faculty, email correspondence, field notes, feedback from public forums about our work, and teacher candidate insights concerning the practicum evaluation process conducted by faculty. New strategies were developed to address the tensions associated with using summative evaluations in a formative framework and to improve practice during faculty practicum supervision.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A