[PDF] Formative Assessment Practices For Pre Service Teacher Practicum Feedback Emerging Research And Opportunities eBook

Author : Richardson, Tony
Publisher : IGI Global
Page : 226 pages
File Size : 47,89 MB
Release : 2017-06-16
Category : Education
ISBN : 1522526315

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The development and implementation of effective teacher education programs requires evaluating current processes and optimizing them for future improvements. This ensures that a higher quality of education is delivered to the next generation of students. Formative Assessment Practices for Pre-Service Teacher Practicum Feedback: Emerging Research and Opportunities is an innovative source of academic information on the establishment of formative feedback processes in teacher education programs. Including perspectives on relevant topics such as video feedback, accreditation, and student literacy, this book is ideal for students, researchers, academics, and professionals actively involved in the education field.

Author : Tony Richardson
Publisher : Information Science Reference
Page : 0 pages
File Size : 42,90 MB
Release : 2017
Category : Education
ISBN : 9781522526322

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The development and implementation of effective teacher education programs requires evaluating current processes and optimizing them for future improvements. This ensures that a higher quality of education is delivered to the next generation of students. Formative Assessment Practices for Pre-Service Teacher Practicum Feedback: Emerging Research and Opportunities is an innovative source of academic information on the establishment of formative feedback processes in teacher education programs. Including perspectives on relevant topics such as video feedback, accreditation, and student literacy, this book is ideal for students, researchers, academics, and professionals actively involved in the education field.

Author : G.S. Prakasha
Publisher : Taylor & Francis
Page : 286 pages
File Size : 22,96 MB
Release : 2023-06-30
Category : Education
ISBN : 1000898717

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This volume analyses how teaching internships that support teacher education programmes are conducted across the globe. Teaching internships are important learning experiences in teacher training programmes – a core experiential component that enables teachers-intraining to acquire skills in practical setups. The book takes readers through various aspects of teaching internships. Extending its application to both national and international teacher education programmes, to include teacher training in elementary, primary, secondary and higher secondary schools, the volume discusses various existing teaching internship models, important guidelines and best practices, assessment practices, typical challenges as well as future opportunities for effective teaching internships. It also shares expertise, insights and know-how from scholars around the world on planning and executing excellent internships for these programmes. Drawn from expert research, this book will be of interest to students, teachers and researchers of education, teacher education, sociology of education, and politics of education. It will also be useful for teacher trainees, academicians, teacher educators, policymakers, school teachers, curriculum developers, teacher training institutes and universities offering teacher education programmes.

Author : Badea, Mihaela
Publisher : IGI Global
Page : 282 pages
File Size : 12,67 MB
Release : 2017-08-10
Category : Education
ISBN : 1522529616

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Nonviolent environments are desirable in many areas of life, yet none are as essential as within our educational institutions. Providing a safe space for students has become a critical concern in modern society. Violence Prevention and Safety Promotion in Higher Education Settings is a vital resource that examines the current sources of violence within educational systems, and it offers solutions on how to provide a safer space for both students and educators alike. Highlighting pertinent areas of interest including technological violence, academic regulations, nonviolent communication, and gender discrimination, this reference publication is ideal for academicians, future educators, students, and researchers interested in recent advancements that aid in providing secure, safe educational environments for everyone.

Author : Andrzej Cirocki
Publisher : Springer Nature
Page : 312 pages
File Size : 25,33 MB
Release : 2020-01-30
Category : Education
ISBN : 3030287564

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This volume presents the current state of the TESOL (Teaching English to Speakers of Other Languages) practicum in 13 countries, including Armenia, Australia, Chile, Costa Rica, Croatia, England, Indonesia, Japan, Malta, Poland, South Korea, Sweden and the USA. Together the contributions offer a unique and contemporary view of how teachers are being educated and brought into the TESOL worldwide community of practice. This is the first publication to present diverse models/frameworks of the TESOL practicum from several international teaching contexts, focusing on exemplary practicum cases in the selected countries.

Author : Ruth Arber
Publisher : Routledge
Page : 252 pages
File Size : 30,74 MB
Release : 2020-11-26
Category : Education
ISBN : 1351608681

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Rethinking Languages Education assembles innovative research from experts in the fields of sociocultural theory, applied linguistics and education. The contributors interrogate innovative and recent thinking and broach controversies about the theoretical and practical considerations that underpin the implementation of effective Languages pedagogy in twenty-first-century classrooms. Crucially, Rethinking Languages Education explores established understandings about language, culture and education to provide a more comprehensive and flexible understanding of Languages education that responds to local classrooms impacted by global and transnational change, and the politics of language, culture and identity. Rethinking Languages Education focuses on questions about ways that we can develop farsighted and successful Languages education for diverse students in globalised contexts. The response to these questions is multi-layered, and takes into account the complex interactions between policy, curriculum and practice, as well as their contention and implementation. In doing so, this book addresses and integrates innovative perspectives of contemporary theory and pedagogy for Languages, TESOL and EAL/D education. It includes diverse discussions around practice, and addresses issues of the dominance of prestige Languages programs for ‘minority’ and ‘heritage’ languages, as well as discussing controversies about the current provision of English and Languages programs around the world.

Author : Gokturk-Saglam, Asli Lidice
Publisher : IGI Global
Page : 278 pages
File Size : 47,98 MB
Release : 2023-06-29
Category : Education
ISBN : 1668462281

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The advancement of digital tools has enabled the development of online language assessments, exams, evaluations, and feedback. Nonetheless, the language assessment literacy required of a teacher today is of a completely different kind, one that is adapted to the digital environment and altered for the pedagogical approaches of our new norm. There is a scarcity of literature addressing the challenges of in-person to online assessments, exams, evaluations, and feedback, particularly in the time of the COVID-19 education crisis. Emerging Practices for Online Language Assessment, Exams, Evaluation, and Feedback investigates the main challenges of online language assessment when migrating from an in-class to an online environment due to academic integrity, adaptation to the new testing environment, technical problems, and anxiety. Covering key topics such as parental involvement, self-assessment, and language learners, this premier reference source is ideal for administrators, policymakers, industry professionals, researchers, academicians, scholars, practitioners, instructors, and students.

Author : Pam Grossman
Publisher : Harvard Education Press
Page : 243 pages
File Size : 30,42 MB
Release : 2021-02-26
Category : Education
ISBN : 1682531899

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In Teaching Core Practices in Teacher Education, Pam Grossman and her colleagues advocate an approach to practice-based teacher education that identifies “core practices” of teaching and supports novice teachers in learning how to enact them competently. Examples of core practices include facilitating whole-class discussion, eliciting student thinking, and maintaining classroom norms. The contributors argue that teacher education needs to do more to help teachers master these professional skills, rather than simply emphasizing content knowledge. Teaching Core Practices in Teacher Education outlines a series of pedagogies that teacher educators can use to help preservice students develop these teaching skills. Pedagogies include representations of practice (ways to show what this skill looks like and break it down into its component parts) and approximations of practice (the ways preservice teachers can try these skills out as they learn). Vignettes throughout the book illustrate how core practices can be incorporated into the teacher education curriculum. The book draws on the work of a consortium of teacher educators from thirteen universities devoted to describing and enacting pedagogies to help novice teachers develop these core practices in support of ambitious and equitable instruction. Their aim is to support teacher educator learning across institutions, content domains, and grade levels. The book also addresses efforts to support teacher learning outside formal teacher education programs. Contributors Chandra L. Alston Andrea Bien Janet Carlson Ashley Cartun Katie A. Danielson Elizabeth A. Davis Christopher G. Pupik Dean Brad Fogo Megan Franke Hala Ghousseini Lightning Peter Jay Sarah Schneider Kavanagh Elham Kazemi Megan Kelley-Petersen Matthew Kloser Sarah McGrew Chauncey Monte-Sano Abby Reisman Melissa A. Scheve Kristine M. Schutz Meghan Shaughnessy Andrea Wells

Author : Gayle Eyers
Publisher :
Page : 522 pages
File Size : 31,17 MB
Release : 2014
Category : Academic achievement
ISBN :

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This study investigated how eight preservice teachers in one primary teacher education programme learned about assessment and how that effected change, development and growth in their assessment beliefs, understandings and practices. In addition, the study explored to what extent the preservice teachers felt prepared to use classroom assessment practices to improve teaching and enhance learning. Learning to use assessment for multiple purposes is a complex process. Preservice teachers build confidence and competence in assessment understandings and practices in different settings over time. A literature review revealed a lack of evidence on how preservice teachers learn about assessment, particularly from their perspectives as learners. Within the context of New Zealand educational assessment policy, which has a vision of building assessment capable teachers and students who are independent and self-regulated learners, the purpose of this study was to understand how learning about assessment occurred. Bransford, Brown, and Cocking's (2000) three core principles of how people learn were used as a theoretical lens to view the study. Using a qualitative, case study approach within an interpretive research paradigm, eight primary preservice teachers were interviewed four different times during the final year of their three year teacher education programme. Interviews were also conducted with the principals/school leaders and associate teachers from the preservice teachers' final practicum schools, as well as the teacher educator of their compulsory assessment course. These interviews established those educators' understandings and practices of assessment and their perceived roles in helping preservice teachers learn about assessment. Artifacts and documents the participants considered relevant to the teaching and learning of assessment were collected. An interactive qualitative data analysis approach was utilised to conduct a thematic analysis of the data. There was evidence that the preservice teachers' assessment beliefs, understandings and practices had changed considerably. Their learning about assessment resulted from the influences and interactions of their individual beliefs, dispositions, understandings and experiences of university coursework and school practicum. The preservice teachers were able to articulate how the processes of learning about assessment and being assessed during their teacher education programme helped or hindered their learning. Alignment of educational assessment policy and classroom practice enabled the preservice teachers to make connections between assessment theory and practice but also to reflect on and learn from instances of dissonance. The preservice teachers displayed varying levels of metacognition and self-regulation in their own learning about assessment. Despite the preservice teachers' individual assessment learning pathways, they all came to some common understandings about assessment and appeared ready to graduate with a reasonable level of confidence in their assessment knowledge and practices. All were oriented towards ongoing professional learning about assessment as beginning teachers and were willing to seek support to improve their practice, thus demonstrating emerging adaptive expertise. The preservice teachers' change, development and growth in assessment learning provided a foundation for using assessment to improve learning and promote student engagement in assessment and learning.

Author : Araujo, Juan J.
Publisher : IGI Global
Page : 412 pages
File Size : 28,5 MB
Release : 2021-12-17
Category : Education
ISBN : 1799887278

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As it stands, there is currently a void in education literature in how to best prepare preservice teachers to meet the needs of individualized learners across multiple learning platforms, social/economical contexts, language variety, and special education needs. The subject is in dire need of support for the ongoing improvement of administrative, clinical, diagnostic, and instructional practices related to the learning process. The Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education stimulates the professional development of preservice and inservice literacy educators and researchers. This book also promotes the excellence in preservice and inservice literacy both nationally and internationally. Discussing topics such as virtual classrooms, critical literacy, and teacher preparation, this book serves as an ideal resource for tenure- track faculty in literacy education, clinical faculty, field supervisors who work with preservice teacher educators, community college faculty, university faculty who are in the midst of reconceptualizing undergraduate teacher education curriculum, mentor teachers working with preservice teachers, district personnel, researchers, students, and curricula developers who wish to understand the needs of preservice teacher education.