A complex act—Teacher educators share their perspectives of practicum assessment

Simple item page
dc.contributor.authorAspden, Karyn Michelleen_NZ
dc.contributor.authorMcLachlan, Claireen_NZ
dc.date.accessioned2018-05-01T04:11:23Z
dc.date.available2017en_NZ
dc.date.available2018-05-01T04:11:23Z
dc.date.issued2017en_NZ
dc.description.abstractPracticum visiting and the assessment of students’ practicum form a significant component of the teacher educator role. Teacher educators are tasked with making judgements regarding the quality of students’ teaching practice, as well as their attributes, dispositions, skills and knowledge, and ultimately their readiness to enter the teaching profession. This paper reports the findings of a doctoral study that examined the assessment of practicum in early childhood initial teacher education and, in particular, the way in which practicum assessment was enacted and experienced by early childhood student teachers, associate teachers, and teacher educators within institutional contexts. The study provides insights into how teacher educators define their role, what they look for and hope for in the assessment process, as well as the challenges faced in making authentic, appropriate and informed assessment decisions. The critical importance of professional judgment within the context of a relational pedagogy is highlighted in response to the complex variables involved in practicum assessment. Implications for future directions in policy and practice related to practicum assessment are proposed.en_NZ
dc.format.mimetypeapplication/pdf
dc.identifier.citationAspden, K. M., & McLachlan, C. (2017). A complex act—Teacher educators share their perspectives of practicum assessment. Waikato Journal of Education, 22(3), 21–32. https://doi.org/10.15663/wje.v22i3.377en
dc.identifier.doi10.15663/wje.v22i3.377en_NZ
dc.identifier.issn1173-6135en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/11800
dc.language.isoen
dc.publisherWilf Malcolm Institute of Educational Researchen_NZ
dc.relation.isPartOfWaikato Journal of Educationen_NZ
dc.rightsThis work is licensed under a Creative Commons Attribution 3.0 License.
dc.subjectpracticum
dc.subjectassessment
dc.subjectearly childhood
dc.subjectinitial teacher education
dc.titleA complex act—Teacher educators share their perspectives of practicum assessmenten_NZ
dc.typeJournal Article
pubs.begin-page21
pubs.elements-id221772
pubs.end-page32
pubs.issue3en_NZ
pubs.notesQA Attacheden_NZ
pubs.organisational-group/Waikato
pubs.organisational-group/Waikato/2018 PBRF
pubs.organisational-group/Waikato/FEDU
pubs.organisational-group/Waikato/FEDU/2018 PBRF - FEDU
pubs.organisational-group/Waikato/FEDU/Te Hononga School of Curriculum and Pedagogy
pubs.user.infoMcLachlan, Claire (cmclachl@waikato.ac.nz)
pubs.volume22en_NZ
uow.verification.statusverified
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
377-2210-1-PB.pdf
Size:
648.94 KB
Format:
Adobe Portable Document Format
Description:
Published version
Thumbnail Image
Name: 377-2210-1-PB.pdf
Size: 648.94 KB
Kind: Adobe PDF
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
Research Commons Deposit Agreement 2017.pdf
Size:
188.11 KB
Format:
Adobe Portable Document Format
Description:
Name: Research Commons Deposit Agreement 2017.pdf
Size: 188.11 KB
Kind: Adobe PDF
Collections
Education Papers