Research Bank

The relationship between critical pedagogy and assessment in teacher education

Unitec Research Bank

Show simple item record

dc.contributor.author Keesing-Styles, Linda
dc.date.accessioned 2012-08-27T21:49:43Z
dc.date.available 2012-08-27T21:49:43Z
dc.date.issued 2003-03
dc.identifier.issn 1524-6345
dc.identifier.uri http://hdl.handle.net/10652/1931
dc.description.abstract Critical pedagogy has been debated for more than three decades and appears in many and varied constructions and characterizations. One of the key issues to be considered is the potential for implementation of critical pedagogy in institutionalised educational settings, where it has not always found a comfortable home. In this paper, the historical development of critical pedagogy is the focus of attention. Some of the central tenets are examined with a view to understanding how critical pedagogy has evolved over the years and what critiques are inherent within it or have been directed towards it. The paper then focuses on the issue of assessment, particularly in teacher education, and the possibility of incorporating some of the principles and practices of critical pedagogy in the assessment process in this setting. The work of several writers is considered in relation to the establishment of empowering processes, not only for learning, but also for assessment. en_NZ
dc.language.iso en en_NZ
dc.publisher Radical Pedagogy en_NZ
dc.relation.uri http://radicalpedagogy.icaap.org/content/issue5_1/03_keesing-styles.html en_NZ
dc.rights Copies of this journal or articles in this journal may be distributed for research or educational purposes free of charge and without permission. However, commercial use is expressly prohibited without the written consent of the publisher. en_NZ
dc.subject Critical pedagogy en_NZ
dc.subject Social change en_NZ
dc.subject Teacher education en_NZ
dc.subject Assessment en_NZ
dc.title The relationship between critical pedagogy and assessment in teacher education en_NZ
dc.type Journal Article en_NZ
dc.rights.holder Radical Pedagogy en_NZ
dc.subject.marsden 130202 Curriculum and Pedagogy Theory and Development en_NZ
dc.identifier.bibliographicCitation Keesing-Styles, L. (2003). The relationship between critical pedagogy and assessment in teacher education. Radical Pedagogy 5(1). Available from http://radicalpedagogy.icaap.org/content/issue5_1/ en_NZ
unitec.institution Unitec Institute of Technology en_NZ
unitec.publication.volume 5 en_NZ
unitec.publication.title Radical Pedagogy en_NZ
unitec.peerreviewed yes en_NZ


This item appears in

Show simple item record

Search


Browse Research Bank

My Account

Help

Share

  • Bookmark and Share

Usage Statistics