Power to Teach: Learning through Practice

By Wendy Robinson | Go to book overview

6

LEARNING THROUGH PRACTICE III

EVALUATING STUDENT TEACHERS' 'POWER TO TEACH'

This chapter examines the way in which student teachers were introduced to the practical teaching dimension of their professional training and how this dimension was measured and monitored. A particular focus for this chapter will be a consideration of the way in which judgements about a student's teaching competence were formed and formalized in a final teaching grade. Comparisons between excellent, middling and poor students will be drawn in an attempt to understand what standards were expected and tolerated of student teachers and the key professional factors which were valued in this monitoring process. Two previously unused sources of data are used in the chapter. The first is a selection of teaching observation proformas drawn up by individual training providers as they assessed and compared their students. 1 The second is a range of school practice reports on individual students from six training providers in the period 1898-1920. By looking in some detail at the process of assessing students' practical performance and the criteria against which they were appraised, it will be possible to evaluate current ITT policy regarding the assessment of trainee teachers, according to a set of centrally prescribed competencies or standards from the perspective of a much longer historical continuum than is currently acknowledged. This analysis also illustrates further the concept of 'power to teach', as it related to the potential of novice teachers.

The chapter is in four main parts. First, arrangements for practical teaching will be outlined showing how different institutions interpreted government requirements in various ways. What was expected from students by way of responsibility for teaching and recording their work as well as students' perspectives on their practical experience will also be considered. Secondly, in an attempt to assess what professional qualities were being evaluated, the content of a range of observation proformas

-90-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
Power to Teach: Learning through Practice
Table of contents

Table of contents

  • Title Page iii
  • Quote vi
  • Contents vii
  • Tables ix
  • Acknowledgements x
  • Abbreviations xi
  • 1 - Introduction 1
  • 2 - Teaching: Art, Craft or Science? 12
  • 3 - The Teacher as Trainer 32
  • 4 - Learning Through Practice I 52
  • 5 - Learning Through Practice II 72
  • 6 - Learning Through Practice III 90
  • 7 - Towards a Theory of Teaching 116
  • Bibliography 134
  • Index 147
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
/ 153

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.