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Learning to Teach with Assessment

A Student Teaching Experience in China

  • Book
  • © 2015

Overview

Authors:
  1. Heng Jiang

    1. Nanyang Technological University, National Institute of Education, Singapore, Singapore

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  • Sensitive and in-depth description of the Chinese student teaching in the rural context
  • Adds to the discussion about the preparing new teachers for the purposes of social equality and equity
  • Offers insight on the use of the assessment for teacher learning and professional development
  • Includes supplementary material: sn.pub/extras

Part of the book series: SpringerBriefs in Education (BRIEFSEDUCAT)

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Table of contents (6 chapters)

  1. Front Matter

    Pages i-xviii
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  2. Introduction

    • Heng Jiang
    Pages 1-13

  3. Dinggang Internships at Green Middle School

    • Heng Jiang
    Pages 15-36

  4. Learning to Teach, Learning to Test

    • Heng Jiang
    Pages 37-60

  5. Symbolic Boundaries: The Underlying Scripts for Teacher Learning

    • Heng Jiang
    Pages 61-92

  6. Connected Practitioners in Learning to Teach

    • Heng Jiang
    Pages 93-110

  7. Conclusion

    • Heng Jiang
    Pages 111-118

  8. Back Matter

    Pages 119-124
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Keywords

About this book

This ethnography asks the question, what does learning to teach mean to student teachers and to those around them in an exam-driven rural school in China? The author writes of the process of using the assessment as a tool for teacher learning, understanding disadvantaged students in the community of practice, and of beginning teachers seeking their identities. She offers a perspective of learning to teach with assessment instead of for assessment, and examines how it shapes the learn-to-teach experiences.

Authors and Affiliations

  • Nanyang Technological University, National Institute of Education, Singapore, Singapore

    Heng Jiang

About the author

Jiang Heng is an assistant professor in the National Institute of Education, Nanyang Technological University, Singapore. Her expertise includes teacher learning via studying students’ work, curriculum implementation, and comparative education.

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