Assessment for Learning to Teach
Appraisal of Practice Teaching Lessons by Mentors, Supervisors, and Student Teachers
Bibliographic Data
| ID | 4309747 |
|---|---|
| Authors | Harm H Tillema (Leiden University), Harm Tillema (Leiden University, corresponding author) |
| Year | 2009 |
| Volume | 60 |
| Issue | 2 |
| Pages | 155-167 |
| Publication date | 2009-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487108330551 |
| OpenAlex | W2104743656 |
| Language | EN |
| Citations received | 10 |
| References cited | 37 |
Supporting student teachers in learning to teach is a collaborative effort by mentor teachers, teacher education supervisors, and student teachers. Each of the participants appraises effort and progress in learning to teach from different perspectives, however. This study explores how practice lessons are assessed by multiple raters. Teacher educators, mentor teachers, and student teachers (51 participants in total) were asked to appraise a practice lesson given by the mentored student. Alignment in rating was analyzed in 17 triads and compared with respect to purpose of assessment, object of appraisal, preferred methods, and focus of the appraisal as well as on the criteria used by the various assessors. Shared problems encountered during the appraisal were also gauged. Our findings indicate considerable variation in purposes and multiple perspectives in criteria among the different assessors. Differences and similarities among the stakeholders were interpreted as contributing to a multifaceted appraisal of accomplishments. Nevertheless, a shared, common ground is also needed to value the different aspects that should be included in an integrated or encompassing approach for assessment of learning to teach
Mathematics education · Medical education · Pedagogy · Student teacher · Teacher education · Value (mathematics) · Collaborative Teaching and Inclusion · Computer Science · Medicine · Psychology · Student Assessment and Feedback · Teacher Education and Leadership Studies
Peer assessment as a collaborative learning activity
Teacher training and learning to teach
Perception of Teaching Practice of Croatian Students of Educational Faculties/Percepcija nastavne prakse hrvatskih studenata nastavničkih fakulteta
Framing Teacher Preparation Research
Joint observation of student teaching and related tripartite dialogue during field experience
Student teachers’ skills in the implementation of collaborative learning
Vers un usage européen du modèle des communautés de pratique en formation des enseignants
Formal and Informal Mentoring
Context Matters
Critiquing Teacher Preparation Research
Mentored Learning to Teach According to Standards-Based Reform
Unveiling Professional Development
Chapter 6
Quantitative studies of student self-assessment in higher education
Formative Assessment
Feedback and Self-Regulated Learning
Assessment and Classroom Learning
Focus on Formative Feedback
Clarifying different types of portfolio use
How convincing is alternative assessment for use in higher education
The use of self-, peer and co-assessment in higher education
Self-regulated learning in the context of teacher education
Portfolio appraisal
Factors affecting teachers’ participation in professional learning activities
The teaching portfolio in US teacher education programs
The Discourse of Reform in Teacher Education
The Role of Assessment in a Learning Culture
Peer Assessment Between Students in Colleges and Universities
Researching Teacher Education Practices
The Impossible Role of Teacher Educators in a Changing World
Examining The Quality Of The Evidence In Preservice Teacher Portfolios
| Unique citing works | 10 |
|---|---|
| Citations per year | 0,63 |
| Citation span | 2010 - 2020 (11) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 10 |