Assessment for Learning to Teach: Appraisal of Practice Teaching Lessons by Mentors, Supervisors, and Student Teachers

Autor/in	Tillema, Harm H.
Titel	Assessment for Learning to Teach: Appraisal of Practice Teaching Lessons by Mentors, Supervisors, and Student Teachers
Quelle	In: Journal of Teacher Education, 60 (2009) 2, S.155-167 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487108330551
Schlagwörter	Student Teaching; Student Teachers; Mentors; Teacher Educators; Teaching Methods; Cooperating Teachers; Student Teacher Supervisors; Student Teacher Evaluation; Evaluation Methods; Teacher Competencies; Questionnaires; Foreign Countries; Teaching Skills; Classroom Techniques; Netherlands + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehrkunst; Fragebogen; Ausland; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Klassenführung; Niederlande
Abstract	Supporting student teachers in learning to teach is a collaborative effort by mentor teachers, teacher education supervisors, and student teachers. Each of the participants appraises effort and progress in learning to teach from different perspectives, however. This study explores how practice lessons are assessed by multiple raters. Teacher educators, mentor teachers, and student teachers (51 participants in total) were asked to appraise a practice lesson given by the mentored student. Alignment in rating was analyzed in 17 triads and compared with respect to purpose of assessment, object of appraisal, preferred methods, and focus of the appraisal as well as on the criteria used by the various assessors. Shared problems encountered during the appraisal were also gauged. Our findings indicate considerable variation in purposes and multiple perspectives in criteria among the different assessors. Differences and similarities among the stakeholders were interpreted as contributing to a multifaceted appraisal of accomplishments. Nevertheless, a shared, common ground is also needed to value the different aspects that should be included in an integrated or encompassing approach for assessment of learning to teach. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10