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

Citation

Allen, JM and Peach, D, Assessing for work-integrated learning experiences: A pre-service teacher perspective, Asia-Pacific Journal of Cooperative Education, 12, (1) pp. 1-18. ISSN 1175-2882 (2011) [Refereed Article]


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Copyright Asia-Pacific Journal of Cooperative Education

Official URL: http://apjce.org/volume_12/volume12.html

Abstract

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.

Item Details

Item Type:Refereed Article
Keywords:assessment, practicum, pre-service teacher education, role strain, school-university partnership, symbolic interactionism, teacher education program, theory-practice
Research Division:Education
Research Group:Education Systems
Research Field:Higher Education
Objective Division:Education and Training
Objective Group:Teaching and Instruction
Objective Field:Teacher and Instructor Development
UTAS Author:Allen, JM (Dr Jeanne Allen)
ID Code:68994
Year Published:2011
Deposited By:Education
Deposited On:2011-04-14
Last Modified:2012-05-02
Downloads:316 View Download Statistics

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