Assessment, and the literacy practices of trainee PCET teachers

Hdl Handle:
http://hdl.handle.net/10149/97484
Title:
Assessment, and the literacy practices of trainee PCET teachers
Authors:
Tummons, J. (Jonathan)
Affiliation:
Lancaster University
Citation:
Tummons, J. (2008) 'Assessment, and the literacy practices of trainee PCET teachers', International Journal of Educational Research, 47 (3), pp.184-191.
Publisher:
Elsevier
Journal:
International Journal of Educational Research
Issue Date:
2008
URI:
http://hdl.handle.net/10149/97484
DOI:
10.1016/j.ijer.2008.01.006
Abstract:
Drawing on concepts of learning as socially situated within communities of practice and of literacy as social practice (the New Literacy Studies), this paper seeks to explore the assessment practices of a part-time teacher training course for teachers working in the post-compulsory education and training sector. This paper argues that the ways in which student teachers make sense of the assessment requirements of their course is not related to their prior experiences as students or as teachers, contradicting notions of transferable study skills. This paper also posits a conceptual framework for exploring the assessment process that seeks to reconcile assessment and pedagogy with the community of practice model.
Type:
Article
Language:
en
Keywords:
assessment; communities of practice; literary; social practice
ISSN:
0883-0355
Rights:
Author can archive post-print (ie final draft post-refereeing). For full details see http://www.sherpa.ac.uk/romeo/ [Accessed 27/04/2010]
Citation Count:
1 [Scopus, 27/04/2010]

Full metadata record

DC FieldValue Language
dc.contributor.authorTummons, J. (Jonathan)en
dc.date.accessioned2010-04-27T13:41:42Z-
dc.date.available2010-04-27T13:41:42Z-
dc.date.issued2008-
dc.identifier.citationInternational Journal of Educational Research; 47 (3): 184-191en
dc.identifier.issn0883-0355-
dc.identifier.doi10.1016/j.ijer.2008.01.006-
dc.identifier.urihttp://hdl.handle.net/10149/97484-
dc.description.abstractDrawing on concepts of learning as socially situated within communities of practice and of literacy as social practice (the New Literacy Studies), this paper seeks to explore the assessment practices of a part-time teacher training course for teachers working in the post-compulsory education and training sector. This paper argues that the ways in which student teachers make sense of the assessment requirements of their course is not related to their prior experiences as students or as teachers, contradicting notions of transferable study skills. This paper also posits a conceptual framework for exploring the assessment process that seeks to reconcile assessment and pedagogy with the community of practice model.en
dc.language.isoenen
dc.publisherElsevieren
dc.rightsAuthor can archive post-print (ie final draft post-refereeing). For full details see http://www.sherpa.ac.uk/romeo/ [Accessed 27/04/2010]en
dc.subjectassessmenten
dc.subjectcommunities of practiceen
dc.subjectliteraryen
dc.subjectsocial practiceen
dc.titleAssessment, and the literacy practices of trainee PCET teachersen
dc.typeArticleen
dc.contributor.departmentLancaster Universityen
dc.identifier.journalInternational Journal of Educational Researchen
ref.citationcount1 [Scopus, 27/04/2010]en
or.citation.harvardTummons, J. (2008) 'Assessment, and the literacy practices of trainee PCET teachers', International Journal of Educational Research, 47 (3), pp.184-191.-
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