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ERIC Number: EJ908087
Record Type: Journal
Publication Date: 2010
Pages: 6
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0191-491X
Assessing the Practicum in Teacher Education--Do We Want Candidates and Mentors to Agree?
Smith, Kari
Studies in Educational Evaluation, v36 n1-2 p36-41 Mar-Jun 2010
One of the most important components of teacher education is the practical part, the Practicum, and assessment of the candidates' performance plays a major part in forming the future generation of teachers. Little is known about the extent of agreement between the two main actors in the Practicum, the candidates and the school-based teacher educators. The aim of this paper is to add information about a rather blurred area of assessment in teacher education. The findings indicate there is a considerably extent of disagreement about assessment in the Practicum between the mentors and the candidates. It is suggested that instead of seeing the disagreements merely as obstacles to valid assessment, they can be exploited to initiate professional learning for the candidates. (Contains 1 table.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A