View in EDS

Teaching Practicum Assessment in Post-Apartheid Teacher Education: Is It Self-Serving or Serving Students?

Saved in:
Bibliographic Details
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1075423
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Teaching Practicum Assessment in Post-Apartheid Teacher Education: Is It Self-Serving or Serving Students?
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Davids%2C+M%2E+Noor%22">Davids, M. Noor</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+for+Teaching%3A+International+Research+and+Pedagogy%22"><i>Journal of Education for Teaching: International Research and Pedagogy</i></searchLink>. 2015 41(4):338-350.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2015
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Practicums%22">Practicums</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Practicum+Supervision%22">Practicum Supervision</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Centered+Curriculum%22">Student Centered Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Constructivism+%28Learning%29%22">Constructivism (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+Research%22">Qualitative Research</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse+Analysis%22">Discourse Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/02607476.2015.1080349
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0260-7476
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 28
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2015
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1075423
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1075423
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/02607476.2015.1080349
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 338
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Practicums
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Practicum Supervision
        Type: general
      – SubjectFull: Student Centered Curriculum
        Type: general
      – SubjectFull: Constructivism (Learning)
        Type: general
      – SubjectFull: Qualitative Research
        Type: general
      – SubjectFull: Discourse Analysis
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: South Africa
        Type: general
    Titles:
      – TitleFull: Teaching Practicum Assessment in Post-Apartheid Teacher Education: Is It Self-Serving or Serving Students?
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Davids, M. Noor
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2015
          Identifiers:
            – Type: issn-print
              Value: 0260-7476
          Numbering:
            – Type: volume
              Value: 41
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Journal of Education for Teaching: International Research and Pedagogy
              Type: main
ResultId 1