Formative Assessment Practices for Pre-Service Teacher Practicum Feedback: Emerging Research and Opportunities

Tony Richardson, Beverly Dann, Christopher Dann, Shirley O'Neill

ISBN13: 9781522526308|ISBN10: 1522526307|EISBN13: 9781522526315

DOI: 10.4018/978-1-5225-2630-8

MLA

Richardson, Tony, et al. Formative Assessment Practices for Pre-Service Teacher Practicum Feedback: Emerging Research and Opportunities. IGI Global, 2018. https://doi.org/10.4018/978-1-5225-2630-8

APA

Richardson, T., Dann, B., Dann, C., & O'Neill, S. (2018). Formative Assessment Practices for Pre-Service Teacher Practicum Feedback: Emerging Research and Opportunities. IGI Global. https://doi.org/10.4018/978-1-5225-2630-8

Chicago

Richardson, Tony, et al. Formative Assessment Practices for Pre-Service Teacher Practicum Feedback: Emerging Research and Opportunities. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-2630-8

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The development and implementation of effective teacher education programs requires evaluating current processes and optimizing them for future improvements. This ensures that a higher quality of education is delivered to the next generation of students.

Formative Assessment Practices for Pre-Service Teacher Practicum Feedback: Emerging Research and Opportunities is an innovative source of academic information on the establishment of formative feedback processes in teacher education programs. Including perspectives on relevant topics such as video feedback, accreditation, and student literacy, this book is ideal for students, researchers, academics, and professionals actively involved in the education field.

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Front Materials

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Title Page

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Advances in Higher Education and Professional Development (AHEPD) Book Series

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Foreword

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Preface

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Acknowledgment

Chapters

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Chapter 1

Positioning Preservice Teacher Formative Assessment in the Literature (pages 1-46)

Christopher Dann, Shirley O'Neill

This text explores Formative Assessment Practices (FAP) for Preservice Teacher Practicum Feedback and focuses on emerging opportunities from a study conducted in Australia over four years. This study comprised Participatory Action...

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Chapter 2

Feedback, Reflection, and Assessment Practices in Practicum Placements: The Underpinning Research Design and Methodology (pages 47-75)

Christopher Dann

The purpose of this chapter is twofold. Firstly, it defines the methodology used as a basis for the research findings presented in this text. Secondly, it describes the methods used to investigate the video feedback and formative...

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Chapter 3

Exemplifying Formative Assessment Practices in the Field Through Case Study: Concepts, Issues, and Challenges (pages 76-112)

Christopher Dann, Beverly Dann

Practicum experiences are central to preservice teacher programs worldwide and ideally represent the component that unites university learning with practical learning in the field. This chapter examines the feedback processes between...

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Chapter 4

Video Feedback on Practicum: Demonstrating Effective Pedagogy and Making Children's Progress Explicit (pages 113-139)

Shirley O'Neill, Christopher Dann

This chapter highlights how the use of video feedback can support preservice teachers' understanding of how to improve the ways in which they scaffold and monitor students' literacy learning, gather formative assessment data...

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Chapter 5

Professional Standards for Teachers: “Pass the Message Game” (pages 140-157)

Christopher Dann, Tony Richardson

This chapter uses the concept of ‘pass the message' game as a metaphor to explore preservice teacher education in relation to the communication of the requirements of the professional standards for teachers that are intended to...

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Chapter 6

Formative Assessment via Video Feedback on Practicum: Implications for Higher Education and Professional Teacher Accreditation Bodies (pages 158-183)

Christopher Dann, Beverly Dann, Shirley O'Neill

University program leaders in conjunction with accreditation bodies, create Initial Teacher Education programs. These programs provide the knowledge and practice opportunities that preservice teachers need to learn and develop as...

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Formative Assessment Practices for Pre-Service Teacher Practicum Feedback: Emerging Research and Opportunities

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