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ERIC Number: EJ898626
Record Type: Journal
Publication Date: 2010-Dec
Pages: 15
Abstractor: As Provided
Reference Count: 46
ISSN: ISSN-0305-5698
Assessment of the Practicum in Teacher Education: Advocating for the Student Teacher and Questioning the Gatekeepers
Rorrison, Doreen
Educational Studies, v36 n5 p505-519 Dec 2010
This paper reports on research that suggests a new view of assessment of the practicum in teacher education. By transcending the stereotypes of "failing" student teachers who do not achieve traditional benchmarks, this new lens highlights the complexity, diversity and inequality of experiences through listening to the voices of the student teachers and their mentors. By valuing context and focusing on progress and development rather than absolute attainment, teacher educators are challenged to reflect on their own role as mentors and educators through guiding principles of practicum learning. These guiding principles of practicum learning are the result of significant observation in the practicum classroom followed by critical analysis of data provided as narrative. A more humane, trusting and respectful attitude towards assessment is suggested. (Contains 1 note and 3 figures.)
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: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; Canada; Sweden