Assessment for Learning in Teacher Education Programs: Navigating the Juxtaposition of Theory and Praxis

Autor/inn/en	DeLuca, Christopher; Volante, Louis
Titel	Assessment for Learning in Teacher Education Programs: Navigating the Juxtaposition of Theory and Praxis
Quelle	In: Journal of the International Society for Teacher Education, 20 (2016) 1, S.19-31 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-5968
Schlagwörter	Teacher Education Programs; Theory Practice Relationship; Praxis; Barriers; Formative Evaluation; Educational Practices; Institutional Characteristics; Higher Education; Course Evaluation; Student Evaluation; Foreign Countries; Canada; United States + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Bildungspraxis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulnote; Studentische Bewertung; Ausland; Kanada; USA
Abstract	This paper examines the challenges associated with promoting and modeling assessment for learning within initial teacher education programs. Based on their experiences teaching in a variety of higher education institutions within Canada and the United States and on a critical synthesis of literature, the authors identify three broad constraints that contribute to the current theory-praxis divide. Specifically, the article outlines temporal, programmatic, and institutional constraints that typically undermine the spirit of assessment for learning within initial teacher preparation programs. After documenting these constraints, the paper concludes with a research agenda for aimed at promoting more effective integration of assessment for learning in teacher education programs. (As Provided).
Anmerkungen	International Society for Teacher Education. Danish School of Education, Aarhus University, Niels Juelsgade 84, 8210 Aarhus N. Denmark; e-mail: isftecontact@gmail.com; Web site: http://isfte.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01