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 Student-centred Approaches to Assessment in Teacher Education

Functions of Student-centred Approaches to Assessment in Teacher Education

Surette van Staden Brigitte Smit


This chapter attends to learning-centred (also referred to as student-centred) approaches to assessment in teacher education. The term ‘student-centred’ is used in this chapter, since ‘learners’ in the South African context refers to school-going children, while ‘students’ denotes those individuals who are registered and studying at tertiary institutions. The student-centred approach is nested in constructivist thinking, assuming a dynamic relationship between the teacher-educator and the student-teacher, where the teacher-educator assumes the role of coach and mentor and the student-teacher is an active participant in the assessment process. This relationship implies that assessment is not solely the domain of some removed intellectual authority. Instead, ...

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