Assessing Self-Evaluation in a Science Methods Course: Power, Agency, Authority and Learning

Autor/in	Milne, Catherine
Titel	Assessing Self-Evaluation in a Science Methods Course: Power, Agency, Authority and Learning
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 25 (2009) 5, S.758-766 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2008.11.008
Schlagwörter	Student Teaching; Methods Courses; Preservice Teacher Education; Self Evaluation (Individuals); Science Education; Critical Theory; Class Activities + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Methodisch-didaktische Anleitung; Lehramtsstudiengang; Lehrerausbildung; Naturwissenschaftliche Bildung; Kritische Theorie
Abstract	Students' reactions to the intersection between ongoing experiences in the university classroom and student teaching constitute the formative component of learning assessment called "self-assessment." Student reactions, captured via file cards and reflective journals, constituted evidence for final "self-evaluation," the summative component of self-assessment. The implementation of a self-evaluation protocol in a science methods course provided the focus for a descriptive and interpretive study in which Foucault and feminist theories of power and knowledge provided the analytical structure for examination of themes of surveillance, discipline structure, and criticality that must be examined if self-evaluation is to support people learning to teach. (Contains 1 figure and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10