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What Do We Know and Where Do We Go? Formative Assessment in Developing Student Teachers' Professional Learning of Teaching Science
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Nilsson, Pernilla – Teachers and Teaching: Theory and Practice, 2013
In the context of teacher education, it could well be suggested that assessment activities that build on formative interactions between student teachers and teacher educators might offer new windows into better understanding teaching and learning. This paper presents findings from a study into a primary science teacher education initiative that…
Descriptors: Pedagogical Content Knowledge, Elementary School Science, Science Teachers, Student Teachers