EXPLORING TEACHER CANDIDATES’ ASSESSMENT LITERACY: IMPLICATIONS FOR TEACHER EDUCATION REFORM AND PROFESSIONAL DEVELOPMENT
作者： Louis Volante , Xavier Fazio
DOI: 10.2307/20466661
关键词: Formative assessment 、 Assessment methods 、 Summative assessment 、 Psychology 、 Teacher education 、 Literacy 、 Evaluation methods 、 Pedagogy 、 Professional development
摘要: … of teacher education reforms and the specific direction of professional development initiatives for in-service teachers. … for teacher education reform. The most significant implication is that …
jstor.org
sci-hub.se 参考文章(36)
Clare Kosnik, Clive Beck, Components of a Good Practicum Placement: Student Teacher Perceptions. Teacher Education Quarterly. ,vol. 29, pp. 81- 98 ,(2002)
Robert Bogdan, Sari Knopp Biklen, Qualitative research for education ,(1981)
Michelle Mantz, Susan K. Green, Classroom Assessment Practices: Examining Impact on Student Learning. ,(2002)
Dylan Wiliam, Assessment for Learning: Why, What and How? ,(2009)
Carol A. Bartell, Cultivating high-quality teaching through induction and mentoring ,(2004)
Markus R. Baer, Dan G. Bachor, An examination of preservice teachers' simulated classroom assessment practices Alberta Journal of Educational Research. ,vol. 47, pp. 244- 258 ,(2001)
Louis Volante, Essential Elements in Teacher Education: Preservice Student Perspectives Alberta Journal of Educational Research. ,vol. 52, pp. 167- 180 ,(2006)
Liying Cheng, Jean-Claude Couture, Teachers' Work in the Global Culture of Performance Alberta Journal of Educational Research. ,vol. 46, pp. 65- 74 ,(2000)
Carolyn M. Evertson, Margaret W. Smithey, Mentoring Effects on Protégés' Classroom Practice: An Experimental Field Study Journal of Educational Research. ,vol. 93, pp. 294- 304 ,(2000) , 10.1080/00220670009598721