000			02081nam a22002417a 4500
003			ZW-GwMSU
005			20241001084914.0
008			241001b |||||||| |||| 00| 0 eng d
022			_a00224871
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB1738 JOU
100	1		_aTillema, Harm H. _eauthor
245	1	0	_aAssessment for learning to teach : _bappraisal of practice teaching lessons by mentors, supervisors, and student teachers/ _ccreated by Harm H. Tillema
264	1		_aThousand Oaks : _bSage, _c2009.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aJournal of teacher education _vVolume 60, number 2
520	3		_aSupporting student teachers in learning to teach is a collaborative effort by mentor teachers, teacher education supervisors, and student teachers. Each of the participants appraises effort and progress in learning to teach from different perspectives, however. This study explores how practice lessons are assessed by multiple raters. Teacher educators, mentor teachers, and student teachers (51 participants in total) were asked to appraise a practice lesson given by the mentored student. Alignment in rating was analyzed in 17 triads and compared with respect to purpose of assessment, object of appraisal, preferred methods, and focus of the appraisal as well as on the criteria used by the various assessors. Shared problems encountered during the appraisal were also gauged. Our findings indicate considerable variation in purposes and multiple perspectives in criteria among the different assessors. Differences and similarities among the stakeholders were interpreted as contributing to a multifaceted appraisal of accomplishments. Nevertheless, a shared, common ground is also needed to value the different aspects that should be included in an integrated or encompassing approach for assessment of learning to teach.
650			_aStudent teaching _vAssessment for learning _xMentoring
856			_uhttps://doi.org/10.1177/0022487108330551
942			_2lcc _cJA
999			_c167440 _d167440