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Learning to Teach with Assessment: A Student Teaching Experience in China (SpringerBriefs in Education) - Softcover
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This ethnography asks the question, what does learning to teach mean to student teachers and to those around them in an exam-driven rural school in China? The author writes of the process of using the assessment as a tool for teacher learning, understanding disadvantaged students in the community of practice, and of beginning teachers seeking their identities. She offers a perspective of learning to teach with assessment instead of for assessment, and examines how it shapes the learn-to-teach experiences.
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Jiang Heng is an assistant professor in the National Institute of Education, Nanyang Technological University, Singapore. Her expertise includes teacher learning via studying students’ work, curriculum implementation, and comparative education.
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Learning to Teach with Assessment: A Student Teaching Experience in China (SpringerBriefs in Education)
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Learning to Teach with Assessment
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Taschenbuch. Zustand: Neu. Neuware -This ethnography asks the question, what does learning to teach mean to student teachers and to those around them in an exam-driven rural school in China The author writes of the process of using the assessment as a tool for teacher learning, understanding disadvantaged students in the community of practice, and of beginning teachers seeking their identities. She offers a perspective of learning to teach with assessment instead of for assessment, and examines how it shapes the learn-to-teach experiences.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 144 pp. Englisch. Artikel-Nr. 9789812872715
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Learning to Teach with Assessment : A Student Teaching Experience in China
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Springer Nature Singapore, Springer Nature Singapore, 2015
ISBN 10: 981287271X
ISBN 13: 9789812872715
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Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This ethnography asks the question, what does learning to teach mean to student teachers and to those around them in an exam-driven rural school in China The author writes of the process of using the assessment as a tool for teacher learning, understanding disadvantaged students in the community of practice, and of beginning teachers seeking their identities. She offers a perspective of learning to teach with assessment instead of for assessment, and examines how it shapes the learn-to-teach experiences. Artikel-Nr. 9789812872715
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