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Assessing for work-integrated learning experiences: A pre-service teacher perspective

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journal contribution
posted on 2023-05-17, 05:40 authored by Allen, JM, Peach, D
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.

History

Publication title

Asia-Pacific Journal of Cooperative Education

Volume

12

Pagination

1-18

ISSN

1175-2882

Department/School

Faculty of Education

Publisher

online

Place of publication

New Zealand

Rights statement

Copyright Asia-Pacific Journal of Cooperative Education

Repository Status

  • Open

Socio-economic Objectives

Teacher and instructor development

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