Enhancing the enactment of assessment for learning principles during school placement: preservice teachers as practitioner researchers within a learning community (Record no. 174659)
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| 000 -LEADER | |
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| fixed length control field | 01894nam a22001937a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20241009162417.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 241009b |||||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | LDD |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Moura, Andre |
| 245 ## - TITLE STATEMENT | |
| Title | Enhancing the enactment of assessment for learning principles during school placement: preservice teachers as practitioner researchers within a learning community |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | United Kingdom:Taylor & Francis,2024 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Other physical details | 330-347p. |
| 490 ## - Journal | |
| Journal | European journal of teacher education |
| Volume/sequential designation | 47v,2 |
| 500 ## - GENERAL NOTE | |
| General note | Enacting Assessment for Learning (AfL) is challenging for teachers and even more for Preservice Teachers (PSTs). The support for those attempting to enact it has been considered insufficient and/or inadequate. This study aims to examine how positioning preservice teachers as practitioner researchers while belonging to a learning community can facilitate PSTs’ enactment of AfL during their school placement. It draws on the triangulation of different qualitative data sources, e.g. focus group, researcher’s field notes, testimonial survey, and school placement report, inquiring the practice of eight PSTs and the interaction within a learning community supported by a researcher, university supervisor and cooperating teachers. Despite belonging to the same learning community, PSTs struggle differently in embedding assessment in the learning experiences, including students, and facilitating students’ understanding of feedback and the teaching-learning process. Teacher education programmes are prompted to consider how best to support PSTs enacting AfL practices. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Practitioner research/learning community/ assessment for learning |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Graca, Amandio/ MacPhail, Ann and Batista, Paula |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Link text | click here to online access |
| Uniform Resource Identifier | <a href="https://www.tandfonline.com/doi/full/10.1080/02619768.2024.2340684">https://www.tandfonline.com/doi/full/10.1080/02619768.2024.2340684</a> |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Article |
| Suppress in OPAC | No |
| Date last seen | Total checkouts | Price effective from | Koha item type | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Withdrawn status | Home library | Current library | Date acquired |
|---|---|---|---|---|---|---|---|---|---|---|---|
| 10/09/2024 | 10/09/2024 | Article | Dewey Decimal Classification | Library and Documentation Division NCERT | Library and Documentation Division NCERT | 10/09/2024 |
