The SAGE Handbook of Research on Teacher Education offers an ambitious and international overview of the current landscape of teacher education research, as well as the imagined futures. The two volumes are divided into sub-sections: Section One: Mapping the Landscape of Teacher Education Section Two: Learning Teacher Identity in Teacher Education Section Three: Learning Teacher Agency in Teacher Education Section Four: Learning Moral & Ethical Responsibilities of Teaching in Teacher Education Section Five: Learning to Negotiate Social, Political, and Cultural Responsibilities of Teaching in Teacher Education Section Six: Learning through Pedagogies in Teacher Education Section Seven: Learning the Contents of Teaching in Teacher Education Section Eight: Learning Professional Competencies in Teacher Education and throughout the Career Section Nine: Learning with and from Assessments in Teacher Education Section Ten: The Education and Learning of Teacher Educators Section Eleven: The Evolving Social and Political Contexts of Teacher Education Section Twelve: A Reflective Turn This handbook is a landmark collection for all those interested in current research in teacher education and the possibilities for how research can influence future teacher education practices and policies. Watch handbook editors D. Jean Clandinin and Jukka Husu and handbook working editorial board members Jerry Rosiek, Mistilina Sato and Auli Toom discuss key aspects of the new handbook: https://www.youtube.com/watch?v=Yee8cZVakfc
Chapter 52: Summative Assessment in Teacher Education
Summative Assessment in Teacher Education
There is much that can be learned from summative assessment approaches in teacher education. They provide insight into what and how candidates learn during their pre- and in-service education, which, in turn, elucidates what is valued and privileged – and what is not – in teacher education. Arguably more so than other types of assessment, summative assessment approaches are informed by broader socio-cultural, political and policy agenda that impact the ways in which teacher educators assess teacher candidates’ and teachers’ coursework and workplace performance. As argued by Caughlan and Jiang (2014), the assessments that ‘serve as gatekeeping mechanisms for any profession reflect the field's image of valued professional knowledge and practice, as ...