The Assessment of student teachers’ academic and professional knowledge in school-based teacher education
2010 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 54, no 2, 151-171 p.Article in journal (Refereed) Published
The aim of this study is to scrutinize the assessment of teacher knowledge in a school-based course at one Swedish pre-service teacher education (TE) programme. In a General Education school-based course teacher educators visit the student teachers at their school placements and meet 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’ organisation of the school visits and conferences. Secondly, the organisation 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.
Place, publisher, year, edition, pages
Taylor & Francis, 2010. Vol. 54, no 2, 151-171 p.
Academic and professional teacher knowledge; Assessment of student teachers; School-based teacher education
IdentifiersURN: urn:nbn:se:liu:diva-52446DOI: 10.1080/00313831003637931OAI: oai:DiVA.org:liu-52446DiVA: diva2:282691