Educational Studies 36 (5):505-519 (2010)

Abstract
This paper reports on research that suggests a new view of assessment of the practicum in teacher education. By transcending the stereotypes of ?failing? student teachers who do not achieve traditional benchmarks, this new lens highlights the complexity, diversity and inequality of experiences through listening to the voices of the student teachers and their mentors. By valuing context and focusing on progress and development rather than absolute attainment, teacher educators are challenged to reflect on their own role as mentors and educators through guiding principles of practicum learning. These guiding principles of practicum learning are the result of significant observation in the practicum classroom followed by critical analysis of data provided as narrative. A more humane, trusting and respectful attitude towards assessment is suggested
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DOI 10.1080/03055691003729013
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References found in this work BETA

The Subject and Power.Michel Foucault - 1982 - Critical Inquiry 8 (4):777-795.
Handbook of Qualitative Research.N. Denzin & Y. Lincoln - 1994 - British Journal of Educational Studies 42 (4):409-410.

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