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Assessment, and the literacy practices of trainee PCET teachers

Tummons, J.

Authors



Abstract

Drawing on concepts of learning as socially situated within communities of practice and of literacy as social practice (the New Literacy Studies), this paper seeks to explore the assessment practices of a part-time teacher training course for teachers working in the post-compulsory education and training sector. This paper argues that the ways in which student teachers make sense of the assessment requirements of their course is not related to their prior experiences as students or as teachers, contradicting notions of transferable study skills. This paper also posits a conceptual framework for exploring the assessment process that seeks to reconcile assessment and pedagogy with the community of practice model.

Citation

Tummons, J. (2008). Assessment, and the literacy practices of trainee PCET teachers. International Journal of Educational Research, 47(3), 184-191. https://doi.org/10.1016/j.ijer.2008.01.006

Journal Article Type Article
Publication Date Jan 1, 2008
Deposit Date Sep 19, 2013
Journal International Journal of Educational Research
Print ISSN 0883-0355
Publisher Elsevier
Peer Reviewed Peer Reviewed
Volume 47
Issue 3
Pages 184-191
DOI https://doi.org/10.1016/j.ijer.2008.01.006
Keywords Communities of practice, Literacy, Assessment, Social practice.

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