A Complex Act--Teacher Educators Share Their Perspectives of Practicum Assessment

Autor/inn/en	Aspden, Karyn Michelle; McLachlan, Claire
Titel	A Complex Act--Teacher Educators Share Their Perspectives of Practicum Assessment
Quelle	In: Waikato Journal of Education, 22 (2017) 3, S.21-32 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2382-0373
Schlagwörter	Practicums; Teacher Educators; Teacher Role; Decision Making; Student Teaching; Early Childhood Education; Preservice Teachers; Preschool Teachers; Teacher Attitudes; Student Evaluation; Teaching Methods; Evaluation Methods; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Practicum; Praktikum; Praktika; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerrolle; Decision-making; Entscheidungsfindung; Teaching practice; Unterrichtspraxis; Early childhood; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Neuseeland
Abstract	Practicum 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. (As Provided).
Anmerkungen	Wilf Malcolm Institute of Educational Research. Division of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: https://wje.org.nz/index.php/WJE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01