Search results for: DeLuca Christopher
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Pedagogies for Preservice Assessment Education: Supporting Teacher Candidates' Assessment Literacy Development
This study aimed to explore the pedagogical conditions that supported teacher candidates’ learning about assessment. This study revealed four pedagogical constructs that teacher candidates perceived as effectively supporting their learning. These constructs were (a) perspective-building conversations, (b) praxis: connecting theory to practice, (c) modeling: practice what you preach, and (d) critical reflection and planning for learning. These pedagogies constitute a basis for articulating the ‘‘how’’ of assessment education. Each of these constructs served to connect assessment theory, practice, and philosophy together to support a multifaceted understanding of assessment in education.
Updated: Oct. 18, 2017
In this article, the authors bring together the fields of teacher education, authentic learning, and arts-based learning to articulate a means of enhancing pre-service programs. Specifically, this article documents and analyzes the process of engaging teacher candidates in an authentic learning experience of a musical theatre production.
Updated: Jun. 13, 2011