Literaturnachweis - Detailanzeige
| Autor/inn/en | Jarvie, Scott; Beymer, Alecia |
|---|---|
| Titel | "We Do Investigate Ourselves": Figurative Assessment Practices as Meaning-Making in English Education |
| Quelle | In: Changing English: Studies in Culture and Education, 27 (2020) 2, S.152-162 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Jarvie, Scott) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1358-684X |
| DOI | 10.1080/1358684X.2019.1647512 |
| Schlagwörter | Microteaching; Secondary Education; Preservice Teachers; Preservice Teacher Education; Peer Evaluation; Feedback (Response); Figurative Language; English Instruction; Poetry; Photography; Teaching Methods |
| Abstract | In this study of microteaching in a secondary English methods course, we intentionally stray from normative assessment practice, instead asking pre-service teachers to provide feedback on their peers' microteaching using assessment practices designed to orient them "figuratively." The term 'figurative' refers to 'figurative language': the bringing together of multiple, seemingly unrelated things, through associative configurations, and placing them side-by-side in order to reorient thought towards new or unexpected meanings. This study reframes assessment, not as a means of collecting data on what students have learned from a given lesson in order to evaluate and augment learning, but instead figuratively, as providing opportunities to expand and imagine ways of meaning-making through and with assessment. We examine in detail four modes of figurative assessment practices through which we sought to surprise and disorient students, producing new and different kinds of responses to microteaching that went beyond normative feedback practices. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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