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:

Functions of Assessment in Relation to Sociocultural Teacher Education Approaches

Functions of Assessment in Relation to Sociocultural Teacher Education Approaches

Bronwen Cowie Beverley Cooper


Educational assessment is a critical ingredient in the educational process. From the evaluation of individual student performance to the evaluation of teachers, schools, national and international education systems, assessment practices influence what is made visible and valued by the different education stakeholders – children, teachers, school leaders, families, professional developers, policymakers and so on. In this chapter we outline the implications of a sociocultural approach to teacher education and assessment. From this perspective teacher learning involves the movement of teachers from peripheral (novice) to full (expert) participation in the specific practices and ways of knowing, thinking and valuing that define effective participation in the ...

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