Citation

Conceptualization and Creation of a Video-Based Assessment of Teacher Knowledge

Abstract | Word Stems | Keywords | Association | Citation | Similar Titles



Abstract:

The public narrative around teacher education has been largely negative in recent years as policy makers push alternative routes to teaching that bypass teacher education. This session seeks to create an empirically based narrative around the benefits of teacher education.
Most Common Document Word Stems:

0 (1),

Author's Keywords:

teacher education student learning
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Association:
Name: Association of Teacher Educators
URL:
http://www.ate1.org


Citation:
URL: http://citation.allacademic.com/meta/p1299817_index.html
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MLA Citation:

Wiens, Peter. and Beck, Jori. "Conceptualization and Creation of a Video-Based Assessment of Teacher Knowledge" Paper presented at the annual meeting of the Association of Teacher Educators, Flamingo Las Vegas, Las Vegas, NV, Feb 16, 2018 <Not Available>. 2018-08-30 <http://citation.allacademic.com/meta/p1299817_index.html>

APA Citation:

Wiens, P. and Beck, J. S. , 2018-02-16 "Conceptualization and Creation of a Video-Based Assessment of Teacher Knowledge" Paper presented at the annual meeting of the Association of Teacher Educators, Flamingo Las Vegas, Las Vegas, NV Online <PDF>. 2018-08-30 from http://citation.allacademic.com/meta/p1299817_index.html

Publication Type: Roundtable Format
Review Method: Peer Reviewed
Abstract: The public narrative around teacher education has been largely negative in recent years as policy makers push alternative routes to teaching that bypass teacher education. This session seeks to create an empirically based narrative around the benefits of teacher education.


Similar Titles:
Developing Prospective Teachers’ Beliefs and Literacy Assessment Knowledge Through Video-mediated Reflection on Clinical Experiences

When assessment is the outcome: One program’s efforts to evaluate teacher candidates’ knowledge, skills, and dispositions related to classroom assessment.

CONNECTING MULTIPLE MATHEMATICAL KNOWLEDGE BASES: PROSPECTIVE TEACHERS’ CONCEPT MAPS OF ASSESSING CHILDREN’S UNDERSTANDING OF FRACTIONS


 
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