Assessing for work integrated learning experiences : a pre-service teacher perspective
Peach, Deborah & Allen, Jeanne Maree (2011) Assessing for work integrated learning experiences : a pre-service teacher perspective. Asia Pacific Journal of Cooperative Education, 12(1), pp. 1-17.
A critical aspect of the debate about work integrated learning in the university context is the blurring of boundaries and responsibilities in terms of student learning. In an Australian pre-service teacher education program this blurring of boundaries is apparent in stakeholder tensions about the nature and role of assessment during the practicum. In the study reported in this paper, students responded positively to the content of assessment tasks but maintained that their efforts to implement the associated planning in the workplace were stymied because of disparate understandings between university and school staff about the purpose of the task.
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|Item Type:||Journal Article|
|Keywords:||assessment, practicum, HERN, pre-service teacher education, symbolic interactionism, role strain|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy not elsewhere classified (130299)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Teacher Education and Professional Development of Educators (130313)
|Divisions:||Current > QUT Faculties and Divisions > Science & Engineering Faculty|
|Copyright Owner:||Copyright 2011 New Zealand Association for Cooperative Education|
|Deposited On:||04 Jun 2012 01:56|
|Last Modified:||26 Feb 2015 20:04|
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