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首页> 外文期刊>Scandinavian Journal of Educational Research >The Assessment of Student Teachers' Academic and Professional Knowledge in School-Based Teacher Education
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The Assessment of Student Teachers' Academic and Professional Knowledge in School-Based Teacher Education

机译：校本教师教育中学生教师学术和专业知识的评估

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摘要

The aim of this study was to scrutinize the assessment of teacher knowledge in a school-based course at one Swedish pre-service teacher education program. In a general education school-based course, teacher educators visited the student teachers at their school placements and met them and their school mentors in student-teaching conferences to assess their teacher knowledge. The findings primarily show that the assessment procedures are influenced by teacher educators' organization of the school visits and conferences. Secondly, the organization of the school visits and conferences influences who the potential and actual assessors at the conferences can be and are. Thirdly, the assessed student teacher knowledge at the conferences is described as procedural knowledge in a knowledge-in-practice perspective, almost exclusively in the area of relational, emotional, and caring learning objectives and aspects of teaching activities. Fourthly, the findings show that propositional knowledge in a knowledge-for-practice perspective is hardly mentioned or assessed.
机译：这项研究的目的是在一项瑞典职前教师教育计划中，详细审查学校课程中教师知识的评估。在以学校为基础的通识教育课程中，教师教育者拜访了在学校安置处的学生教师，并在学生教学会议中会见了他们及其学校导师，以评估他们的教师知识。研究结果主要表明，评估程序受到教师教育者组织的学校访问和会议的影响。其次，学校访问和会议的组织会影响会议中潜在和实际的评估者的身份。第三，在会议上经过评估的学生教师知识被描述为从实践知识的角度来看的程序知识，几乎完全是在关系，情感和关怀的学习目标以及教学活动方面。第四，研究结果表明，几乎没有提到或评估以实践为基础的观点中的命题知识。

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