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:

Formative Assessment in Teacher Education

Formative Assessment in Teacher Education

Susan M. Brookhart

How is formative assessment used in teacher education courses, fieldwork, and professional development? Teachers cannot learn what they do not see modeled. How well do teachers learn to use formative assessment in their own teaching? This chapter addresses these two questions, within pre-service education and within in-service professional development. An introductory section presents theory and research about formative assessment as the frame for examining both questions. The next two sections address the questions of how formative assessment is modeled and taught and with what results for teachers’ practice, in pre-service teacher education and in-service professional development respectively. The research cited in these sections comes from a database search, using the terms ‘formative ...

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