Abstract
The field experience component in a teacher education programme serves both a gate-keeping function and a formative purpose that support student-teacher development. While the Hong Kong Institute of Education has been adopting a field experience assessment mechanism that mainly caters for the former purpose, there was an attempt to re-design the assessment instrument in 2004. Apart from developing an instrument for summative assessment purposes, the research team analysed how the new instrument may enhance teacher professional development. This paper looks into the comments of the users, meaning the supervisors and the teacher-participants to identify the necessary conditions for designing an instrument that facilitates the formative purpose of teacher professional development while establishing it as a summative assessment instrument.
| Original language | English |
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| Publication status | Published - 2006 |
| Event | 2006 Annual Meeting of American Educational Research Association: Education Research in the Public Interest - San Francisco, United States Duration: 07 Apr 2006 → 11 Apr 2006 |
Conference
| Conference | 2006 Annual Meeting of American Educational Research Association: Education Research in the Public Interest |
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| Abbreviated title | AERA2006 |
| Country/Territory | United States |
| City | San Francisco |
| Period | 07/04/06 → 11/04/06 |
Citation
Cheng, M. H., & Tang, S. Y. F. (2006, April). The dilemma of field experience assessment: Enhancing professional development or fulfilling a gate-keeping function. Paper presented at the Annual Meeting of American Educational Research Association: Education Research in the Public Interest, San Francisco, CA.Keywords
- Teacher Education
- Teacher Education and Professional Development