NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ921423
Record Type: Journal
Publication Date: 2011
Pages: 28
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-0887-8730
Learning to Balance Assistance with Assessment: A Scholarship of Field Instruction
Basmadjian, Kevin G.
Teacher Educator, v46 n2 p98-125 2011
In this self-study, the author focuses on ways of embracing and managing a central dilemma of student teaching supervision: balancing assistance with assessment. Drawing on his practice as a field supervisor, the author chronicles conversations with student teachers over a 2-year period in the context of two distinct teacher education programs. Through qualitative methods of data analysis, the author finds that supervisors have access to specific discursive tools and strategies that allow them to balance support with assessment of their student teachers. In this article, he describes and explains five key strategies and concludes with implications for the preparation and support of supervisors that can help them engage in critical dialogue with their student teachers to push their practice forward. (Contains 3 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