Issues in field experience assessment in teacher education in a standards-based context

Issues in field experience assessment in teacher education in a standards-based context

• Tang, Sylvia Yee Fan Dept. of Educational Policy and Administration, Hong Kong Institute of Education

Journal of Education for Teaching, 34(1), 17-32, 2008

Routledge

2008

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• M Teachers & Education for Teachers
  • MH Teacher Evaluation : Teacher Effectiveness

Foreign Countries Field Experience Programs Academic Standards Student Evaluation Teacher Supervision Competency Based Teacher Education Program Validation Professional Development Sequential Approach Evaluation Research Performance Factors Summative Evaluation Hong Kong

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

This paper presents a study that shows the use of professional standards in field experience assessment in initial teacher education. A Professional Development Progress Map was developed in field experience assessment in a teacher education institution in Hong Kong. The study enriches our understanding of the holistic nature of assessing professional competence in teaching, problems of using the Progress Map in summative assessment, and the enhancement of professional learning in field experience assessment. While the discussion cautions the limitations of professional standards, it advocates the empowerment of the assessors and the assessed to be agents striving for good assessments. Suggestions on engaging supervisors and student teachers in 'assessment dialogue' are proposed for this empowerment - making explicit judgments on professional competence in teaching and sharing supervisory practices among supervisors, engaging student teachers with the assessment criteria, and reframing supervisory practices to empower student teachers to take an active role in supervision.
[Copyright of Journal of Education for Teaching is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02607470701773416]

• English

Journal Articles

• 02607476

• 10.1080/02607470701773416

https://bibliography.lib.eduhk.hk/en/bibs/4ac65e17

2010-09-24