Peers, Mentors, and University Educators Assessing Science Student Teachers during School-Based Practicum: Whose Assessment Matters?
In this paper, we explore the assessment practices of peers, school-based mentors, and university educators during teaching practicum for students registered at a South African university. Student teachers in their second year of Bachelor of Education study were assessed while teaching a science lesson at a school during practicum. Each of the assessors observed a student teacher teaching a separate lesson and the comments were recorded in a teaching journal. Using a coding system, we analyzed all the assessors’ comments recorded in 53 journals. The analysis indicates that the assessors focused on four areas of teaching knowledge, i.e. praising of student teacher, learner knowledge, teaching strategy, and subject matter knowledge. Although there were some differences in the way the assessors assessed these knowledge areas, we suggest that all assessors should undergo some training before assessing student teachers. Because their comments were mostly focused on praising student teachers during the teaching practicum, we also suggest that peers should only assess for formative purposes during practicum. Mentors and university teacher educators should be the only people assessing student teachers for both formative and summative purposes.
This work is licensed under Creative Commons Attribution 3.0 License.
Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)
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