Partnerships, Reflection, Assessment And Teacher Development: Attempts To Facilitate Teacher Development Through Assessment

Kathryn Ann Jenkins; Linley Lloyd

Partnerships, Reflection, Assessment And Teacher Development: Attempts To Facilitate Teacher Development Through Assessment

Kathryn Ann Jenkins
, Linley Lloyd

School of Education

Research output: Contribution to conference › Paper

Abstract

Learning to become a teacher is a developmental process. This paper summarises some of our attempts to help our students develop the habits of critical reflection which will help them progress through the stages of teacher development. Our approach has been to incorporate 'reflective practice' into assessment tasks which have evolved over time through a series of teacher-teacher, teacher-student, and student-student partnerships.

Original language	English
Publication status	Published - 2001
Event	HERDSA 2001: 24th Higher Education Research and Development Society of Australasia Annual International Conference: Learning Partnerships - Newcastle, Australia Duration: 8 Jul 2001 → 11 Jul 2001

Conference

Conference	HERDSA 2001: 24th Higher Education Research and Development Society of Australasia Annual International Conference: Learning Partnerships
City	Newcastle, Australia
Period	8/07/01 → 11/07/01

Keywords

Special Education and Disability

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https://hdl.handle.net/1959.11/10356

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Jenkins, K. A., & Lloyd, L. (2001). Partnerships, Reflection, Assessment And Teacher Development: Attempts To Facilitate Teacher Development Through Assessment. Paper presented at HERDSA 2001: 24th Higher Education Research and Development Society of Australasia Annual International Conference: Learning Partnerships, Newcastle, Australia. https://hdl.handle.net/1959.11/10356

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title = "Partnerships, Reflection, Assessment And Teacher Development: Attempts To Facilitate Teacher Development Through Assessment",

abstract = "Learning to become a teacher is a developmental process. This paper summarises some of our attempts to help our students develop the habits of critical reflection which will help them progress through the stages of teacher development. Our approach has been to incorporate 'reflective practice' into assessment tasks which have evolved over time through a series of teacher-teacher, teacher-student, and student-student partnerships.",

keywords = "Special Education and Disability",

author = "Jenkins, \{Kathryn Ann\} and Linley Lloyd",

year = "2001",

language = "English",

note = "HERDSA 2001: 24th Higher Education Research and Development Society of Australasia Annual International Conference: Learning Partnerships ; Conference date: 08-07-2001 Through 11-07-2001",

}

Jenkins, KA & Lloyd, L 2001, 'Partnerships, Reflection, Assessment And Teacher Development: Attempts To Facilitate Teacher Development Through Assessment', Paper presented at HERDSA 2001: 24th Higher Education Research and Development Society of Australasia Annual International Conference: Learning Partnerships, Newcastle, Australia, 8/07/01 - 11/07/01. <https://hdl.handle.net/1959.11/10356>

Partnerships, Reflection, Assessment And Teacher Development: Attempts To Facilitate Teacher Development Through Assessment. / Jenkins, Kathryn Ann; Lloyd, Linley.
2001. Paper presented at HERDSA 2001: 24th Higher Education Research and Development Society of Australasia Annual International Conference: Learning Partnerships, Newcastle, Australia.

Research output: Contribution to conference › Paper

TY - CONF

T1 - Partnerships, Reflection, Assessment And Teacher Development

T2 - HERDSA 2001: 24th Higher Education Research and Development Society of Australasia Annual International Conference: Learning Partnerships

AU - Jenkins, Kathryn Ann

AU - Lloyd, Linley

PY - 2001

Y1 - 2001

N2 - Learning to become a teacher is a developmental process. This paper summarises some of our attempts to help our students develop the habits of critical reflection which will help them progress through the stages of teacher development. Our approach has been to incorporate 'reflective practice' into assessment tasks which have evolved over time through a series of teacher-teacher, teacher-student, and student-student partnerships.

AB - Learning to become a teacher is a developmental process. This paper summarises some of our attempts to help our students develop the habits of critical reflection which will help them progress through the stages of teacher development. Our approach has been to incorporate 'reflective practice' into assessment tasks which have evolved over time through a series of teacher-teacher, teacher-student, and student-student partnerships.

KW - Special Education and Disability

UR - http://trove.nla.gov.au/work/17944255

UR - http://www.herdsa.org.au/wp-content/uploads/conference/2001/Papers/Jenkins_Lloyd.pdf

M3 - Paper

Y2 - 8 July 2001 through 11 July 2001

ER -

Partnerships, Reflection, Assessment And Teacher Development: Attempts To Facilitate Teacher Development Through Assessment

Abstract

Conference

Keywords

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