Search results for: Basmadjian Kevin G.
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In this article, the author focuses on ways of embracing and managing a central dilemma of supervision: balancing support with assessment. The author used a case study method to analyze the interactions between eight student teachers and himself, their university field instructor. The author employed at least five different strategies to provide an educative balance of support and assessment of his student teachers’ work and progress: (a) a ‘‘back door’’ critique of their teaching; (b) a depersonalized approach to assessment; (c) a ‘‘green light’’ indication that they ‘‘passed'; (d) humor; and (e) a focus on student learning.
Updated: Aug. 07, 2013
This article examines the gap between the practicesthat beginning teachers learn in university teacher preparation courses and those they reencounter in the K-12 classrooms in which they learn to teach. The authors describe the theory of horizontal expertise and how its use can address the problem. They then identify three processes essential to the development of horizontal expertise: the exchange of tools, the negotiation of social languages, and argumentation.
Updated: Jan. 02, 2008