{"title":"学员对视频强化对话评估作为国际师范教育反思实践的看法","authors":"Elizabeth Hidson","doi":"10.1080/02619768.2024.2338847","DOIUrl":null,"url":null,"abstract":"Initial teacher education in England is characterised by lesson observation and assessment of teaching evidence against criterion-referenced teachers’ standards. In UK-based international teacher t...","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"13 1","pages":""},"PeriodicalIF":3.0000,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Participants’ perceptions of video-enhanced dialogic assessment as reflective practice in international teacher education\",\"authors\":\"Elizabeth Hidson\",\"doi\":\"10.1080/02619768.2024.2338847\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Initial teacher education in England is characterised by lesson observation and assessment of teaching evidence against criterion-referenced teachers’ standards. In UK-based international teacher t...\",\"PeriodicalId\":47529,\"journal\":{\"name\":\"European Journal of Teacher Education\",\"volume\":\"13 1\",\"pages\":\"\"},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2024-04-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Journal of Teacher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/02619768.2024.2338847\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/02619768.2024.2338847","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Participants’ perceptions of video-enhanced dialogic assessment as reflective practice in international teacher education
Initial teacher education in England is characterised by lesson observation and assessment of teaching evidence against criterion-referenced teachers’ standards. In UK-based international teacher t...
期刊介绍：
The European Journal of Teacher Education (EJTE) provides an opportunity for the dissemination of educational research which investigates theory, policy and practice in teacher education at pre-service and in-service levels predominantly in the countries of Europe. Relevant articles from other countries will be considered. EJTE is the official journal of the Association for Teacher Development in Europe (ATEE). Its audience includes all those who have a professional concern with or interest in the education of teachers for all age groups.
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