scholarly journals Secondary Teacher Education Program Redesign as a Community of Practice

2018 ◽  
Vol 46 (4) ◽  
pp. 406-420 ◽  
Author(s):  
Patrick D. Hales ◽  
Jennifer Kampmann ◽  
Andrew Stremmel
Keyword(s):  
Teacher Education ◽  
Community Of Practice ◽  
Education Program ◽  
Teacher Education Program ◽  
Secondary Teacher ◽  
Secondary Teacher Education ◽  
Program Redesign

scholarly journals PRE-SERVICE TEACHERS’ APPROACHES TO CLASSROOM ASSESSMENT

2020 ◽  
Vol 8 (1) ◽  
pp. 666-673
Author(s):  
Kothai Nayagi N ◽  
M. Rajendran
Keyword(s):  
Teacher Education ◽  
Classroom Assessment ◽  
Teacher Education Program ◽  
Measurement Theory ◽  
Survey Method ◽  
Assessment Practices ◽  
Secondary Teacher ◽  
Secondary Teacher Education ◽  
Assessment Design ◽  
The University

Purpose of the study: The purpose of this study is to investigate the pre-service teachers’ understanding of assessment concepts and their approaches to classroom assessment. The relationship between their approaches and confidence in classroom assessment was also established. Methodology: A survey method was used to study the pre-service teachers’ approaches to classroom assessment. One thirty-one second-year pre-service teachers from the University of Delhi, India participated in this study. A modified instrument namely ‘Approaches to Classroom Assessment Inventory (ACAI)’ which consists of two parts was employed Simple t-test, correlation and factor analysis methods were used to analyze the data. Main Findings: Results showed that the pre-service teachers had a better understanding of three out of five issues which include assessment purpose, measurement theory, and confidence in monitoring the assessment. However, the study found that they have an inadequate understanding of assessment design and assessment practices. Furthermore, the correlation between their approach and their confidence was very low and non-significant. The results are discussed in the context of the assessment curriculum and its transaction at the secondary teacher education program. Implication /Applications of this study: Understanding of what pre-service teachers think about assessment issues within the current educational context helps in preparing them as better teachers. The study may provide some evidence for policymakers and curriculum framers [developers] that the importance of practical aspects of assessment in the secondary teacher education curriculum. Novelty/Originality of this study: No study has been done so far on the different aspects of assessment approaches and its issues at pre-service teacher’s level in India.

scholarly journals Teacher Educator Professional Development as Reflexive Inquiry

2014 ◽  
Vol 8 (1) ◽  
pp. 233-250 ◽  
Author(s):  
Leyton Schnellert ◽  
Pamela Richardson ◽  
Sabre Cherkowski
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Teacher Educator ◽  
Secondary Teacher ◽  
Secondary Teacher Education ◽  
Interdisciplinary Inquiry ◽  
Narrative Forms ◽  
Reflexive Analysis

Professional development for teacher educators must recognize and account for how aspects of our pedagogies often run counter to institutional, managerial, and bureaucratic demands. We need professional development that nurtures our minds, hearts, and spirits, and that is congruent with our values. In this paper, three teacher educators who co-teach an intensive, interdisciplinary, inquiry-based semester in a secondary teacher education program, explore how collaborative approaches to narrative forms of inquiry and reflexive analysis supported them to enact their learning, as well as helped them to surface the situated, complex, and emergent aspects of their own—as well as their students’—identities.

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