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The assessment of student teachers' academic and professional knowledge in school-based teacher education
Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
2010 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 54, no 2, p. 151-171Article in journal (Refereed) Published
Abstract [en]

The aim of this study was to scrutinize the assessment of teacher knowledge in a school‐based course at one Swedish pre‐service teacher education program. In a general education school‐based course, teacher educators visited the student teachers at their school placements and met them and their school mentors in student‐teaching conferences to assess their teacher knowledge. The findings primarily show that the assessment procedures are influenced by teacher educators’ organization of the school visits and conferences. Secondly, the organization of the school visits and conferences influences who the potential and actual assessors at the conferences can be and are. Thirdly, the assessed student teacher knowledge at the conferences is described as procedural knowledge in a knowledge‐in‐practice perspective, almost exclusively in the area of relational, emotional, and caring learning objectives and aspects of teaching activities. Fourthly, the findings show that propositional knowledge in a knowledge‐for‐practice perspective is hardly mentioned or assessed.

Place, publisher, year, edition, pages
London: Routledge , 2010. Vol. 54, no 2, p. 151-171
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Pedagogics; Educational Science and Pedagogy, Educational Science
Identifiers
URN: urn:nbn:se:lnu:diva-1964DOI: 10.1080/00313831003637931Scopus ID: 2-s2.0-77951269198OAI: oai:DiVA.org:lnu-1964DiVA, id: diva2:309012
Available from: 2010-04-06 Created: 2010-04-06 Last updated: 2017-12-12Bibliographically approved
In thesis
1. Mellan akademi och profession.: Hur lärarkunskap formuleras och bedöms i verksamhetsförlagd lärarutbildning.
Open this publication in new window or tab >>Mellan akademi och profession.: Hur lärarkunskap formuleras och bedöms i verksamhetsförlagd lärarutbildning.
2010 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Place, publisher, year, edition, pages
Linköping: Linköpings universitet, 2010
Series
Linköping Studies in Pedagogic Practices, ISSN 1653-0101 ; 12
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-2523 (URN)9789173935265 (ISBN)
Public defence
(English)
Available from: 2010-06-10 Created: 2010-04-20 Last updated: 2014-08-28Bibliographically approved

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Hegender, Henrik

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