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dc.contributor.authorAllen, Jeanne Maree
dc.date.accessioned2018-05-18T00:39:38Z
dc.date.available2018-05-18T00:39:38Z
dc.date.issued2011
dc.identifier.issn0742-051X
dc.identifier.doi10.1016/j.tate.2010.12.004
dc.identifier.urihttp://hdl.handle.net/10072/172617
dc.description.abstractThis paper focuses on the assessment of student teachers during practicum. The study is contextualised in an Australian pre-service teacher education program in which practicum has been reconceptualised to help bridge the theory–practice gap commonly associated with “front-end loading” programs. Survey and interview data collected from student teachers and supervising teachers point to what participants perceive as disparate understandings between university and school staff about the nature and role of assessment and suggest that this lack of common understanding adversely affects students’ experiences of assessment.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherPergamon/Elsevier Science Ltd
dc.relation.ispartofpagefrom742
dc.relation.ispartofpageto750
dc.relation.ispartofissue4
dc.relation.ispartofjournalTeaching and Teacher Education: an international journal of research and studies
dc.relation.ispartofvolume27
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchCurriculum and pedagogy
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchSpecialist studies in education not elsewhere classified
dc.subject.fieldofresearchcode3903
dc.subject.fieldofresearchcode3901
dc.subject.fieldofresearchcode3904
dc.subject.fieldofresearchcode390499
dc.titleStakeholders' perspectives of the nature and role of assessment during practicum
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.hasfulltextNo Full Text
gro.griffith.authorAllen, Jeanne M.


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