Teaching Practicum Assessment in Post-Apartheid Teacher Education: Is It Self-Serving or Serving Students?
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| Title: | Teaching Practicum Assessment in Post-Apartheid Teacher Education: Is It Self-Serving or Serving Students? |
|---|---|
| Language: | English |
| Authors: | Davids, M. Noor |
| Source: | Journal of Education for Teaching: International Research and Pedagogy. 2015 41(4):338-350. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Practicums, Teacher Education, Practicum Supervision, Student Centered Curriculum, Constructivism (Learning), Qualitative Research, Discourse Analysis, Pedagogical Content Knowledge |
| Geographic Terms: | South Africa |
| DOI: | 10.1080/02607476.2015.1080349 |
| ISSN: | 0260-7476 |
| Abstract: | This article investigates common understandings and practices of a group of supervisors assessing students during the Teaching Practicum in South Africa. In the light of this context and the need for a constructivist approach to develop students to be able to teach in diverse contexts, the question that the research intends to answer is as follows: "What are the common foci of supervisors as reflected in their teaching practicum assessment reports?" A randomly mixed sample of 33 narrative reports, taken from 5 supervisors was analysed to gain insight into the assessment report. Findings are presented as five assessment discourses and an argument is presented for the Teaching Practicum assessment to shift towards a student-oriented developmental approach that is neither hierarchical nor judgmental but aims at serving students' professional development that meets the challenges of culturally diverse societies. |
| Abstractor: | As Provided |
| Number of References: | 28 |
| Entry Date: | 2015 |
| Accession Number: | EJ1075423 |
| Database: | ERIC |
| Abstract: | This article investigates common understandings and practices of a group of supervisors assessing students during the Teaching Practicum in South Africa. In the light of this context and the need for a constructivist approach to develop students to be able to teach in diverse contexts, the question that the research intends to answer is as follows: "What are the common foci of supervisors as reflected in their teaching practicum assessment reports?" A randomly mixed sample of 33 narrative reports, taken from 5 supervisors was analysed to gain insight into the assessment report. Findings are presented as five assessment discourses and an argument is presented for the Teaching Practicum assessment to shift towards a student-oriented developmental approach that is neither hierarchical nor judgmental but aims at serving students' professional development that meets the challenges of culturally diverse societies. |
|---|---|
| ISSN: | 0260-7476 |
| DOI: | 10.1080/02607476.2015.1080349 |
