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ERIC Number: EJ881296
Record Type: Journal
Publication Date: 2010-Apr
Pages: 21
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0031-3831
The Assessment of Student Teachers' Academic and Professional Knowledge in School-Based Teacher Education
Hegender, Henrik
Scandinavian Journal of Educational Research, v54 n2 p151-171 Apr 2010
The aim of this study was to scrutinize the assessment of teacher knowledge in a school-based course at one Swedish pre-service teacher education program. In a general education school-based course, teacher educators visited the student teachers at their school placements and met them and their school mentors in student-teaching conferences to assess their teacher knowledge. The findings primarily show that the assessment procedures are influenced by teacher educators' organization of the school visits and conferences. Secondly, the organization of the school visits and conferences influences who the potential and actual assessors at the conferences can be and are. Thirdly, the assessed student teacher knowledge at the conferences is described as procedural knowledge in a knowledge-"in"-practice perspective, almost exclusively in the area of relational, emotional, and caring learning objectives and aspects of teaching activities. Fourthly, the findings show that propositional knowledge in a knowledge-"for"-practice perspective is hardly mentioned or assessed. (Contains 1 table and 7 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden