ERIC Number: EJ1428017
Record Type: Journal
Publication Date: 2024
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0261-9768
EISSN: EISSN-1469-5928
Reconceptualising School Placement Assessment in Initial Teacher Education: A Figurational Perspective
Audrey Doyle; Marie Conroy Johnson; Dylan Scanlon; Anna Logan; Aishling Silke; Alan Gorman; Aoife Brennan; Catherine Furlong; Sarah O'Grady
European Journal of Teacher Education, v47 n2 p305-329 2024
In the context of the COVID-19 restrictions and the pivot to online teaching and learning, teacher educators were forced to consider new spaces for School Placement and the assessment of these new sites of practice. This paper explores the process of the redesigning of the assessment of school placement components from the perspective of ten teacher educators across five teacher education programmes in one university. Hybridity theory, 'third space', and figurational sociology allowed us to understand who and what influenced the redesigning of assessment practices. The three themes relating to assessment included: (i) A network of interdependent relationships influencing teacher educators' reimagining of assessment processes; (ii) The influence of external interdependent relationships and context(s); and (iii) The role(s) of assessor for the teacher educator. We explicitly argue for the need to continue to advocate and advance these practices to 'build Initial Teacher Education back better'.
Descriptors: Student Placement, Student Evaluation, Preservice Teacher Education, Preservice Teachers, Teacher Educators, COVID-19, Pandemics, Evaluators, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland
Grant or Contract Numbers: N/A