Assessment, and the Literacy Practices of Trainee PCET Teachers

Autor/in	Tummons, Jonathan
Titel	Assessment, and the Literacy Practices of Trainee PCET Teachers
Quelle	In: International Journal of Educational Research, 47 (2008) 3, S.184-191 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-0355
DOI	10.1016/j.ijer.2008.01.006
Schlagwörter	Stellungnahme; Study Skills; Vocational Education; Educational Assessment; Literacy; Social Environment; Learning Processes; Inservice Teacher Education; Student Evaluation; Transfer of Training; Postsecondary Education; Education Courses + Suchen Sie Ihr Suchwort? Studientechnik; Ausbildung; Berufsbildung; Education; assessment; Bewertungssystem; Alphabetisierung; Schreib- und Lesefähigkeit; Soziales Umfeld; Learning process; Lernprozess; Lehrerfortbildung; Schulnote; Studentische Bewertung; Training; Transfer; Post-secondary education; Tertiäre Bildung; Fortbildungskurs
Abstract	Drawing on concepts of learning as socially situated within communities of practice and of literacy as social practice (the New Literacy Studies), this paper seeks to explore the assessment practices of a part-time teacher training course for teachers working in the post-compulsory education and training sector. This paper argues that the ways in which student teachers make sense of the assessment requirements of their course is not related to their prior experiences as students or as teachers, contradicting notions of transferable study skills. This paper also posits a conceptual framework for exploring the assessment process that seeks to reconcile assessment and pedagogy with the community of practice model. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10