Abstract
The purpose of this concept study was to propose a comprehensive model for assessing student teachers’ competences in teaching practice. The study answered the following question: How can student teachers be holistically assessed for teaching practice using a comprehensive model? Teaching practice is a crucial component of initial teacher education (ITE) preparation programmes. However, while teaching practice is one of the most widely studied areas in ITE, international studies indicate fragmented trajectories in the assessment of teaching practice. In addition, very few studies in South Africa have reflected on how assessment is done for teaching practice during ITE programmes. In most of these programmes, performance-based, observation-based, or on-demand assessments are given preference at the expense of others. Against this background, this study was designed to produce a comprehensive model for assessment of teaching practice during initial teacher preparation from the available literature. Epistemologically, the study was underpinned by social constructivism and theoretically supported by an integrated curriculum approach. The study followed a narrative literature review approach, focusing on studies that explored ways in which teaching practice is assessed in ITE. From this analysis, the study provided a holistic and comprehensive model for assessing student teachers’ professional competences during teaching practice.
Highlights
Teaching practice is a critical component of initial teacher education (ITE)
From the literature we reviewed we developed an integrated and comprehensive model for assessing student teachers’ practice, in view of the fact that many studies do not illuminate ‘a balanced and coherent assessment system – a component that has been somewhat eclipsed by the focus on assessment for accountability purposes’ (Trumbull & Lash 2013:2)
Overall ratings cannot adequately represent the integrative nature of teaching (Darling-Hammond et al 2013:181). They may be more susceptible to context, mood and other potential biases than are specific items that are more closely tied to actual teaching behaviours
Summary
According to LekeAteh, Assan and Debeila (2013:279), teaching practice is a key element of student teacher preparation and professional development. They further indicate that the other two central components are theoretical preparation consisting of various educational subjects and preparation (Leke-Ateh et al 2013:279). Teaching practice is one of the most widely studied areas in teacher education, but very few studies have focused on how it is assessed during student teachers’ formal education. This assessment is important as it is a process that uses diverse strategies to measure the students’ progress, skill competence and achievement (Wei & Pecheone 2010:69). Practice teaching is regarded as a pillar of teacher education as it provides opportunities for assessing both pre-service and in-service teachers in authentic environment. (p. 147)
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