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dc.contributor.authorKeesing-Styles, Linda
dc.date.accessioned2012-09-06T00:24:57Z
dc.date.available2012-09-06T00:24:57Z
dc.date.issued2000-11
dc.identifier.urihttps://hdl.handle.net/10652/1951
dc.description.abstractThis paper takes a critical view of the practicum in (early childhood) teacher education with particular reference to the issue of theory and practice. It begins by reviewing historical and contemporary approaches to the theory/practice dichotomy, and continues to deconstruct the practicum in relation to the role of experience and reflection. The paper contends that it is highly relevant to critique the practicum against an ecological postmodern perspective. With particular reference to assessment practices, an alternative approach to the practicum is proposed. The paper makes reference to initial findings in a small pilot study and suggests a new approach to practicum assessment.en_NZ
dc.language.isoenen_NZ
dc.subjectearly childhood educationen_NZ
dc.subjectpracticum assessmenten_NZ
dc.subjectccological perspectiveen_NZ
dc.subjectpostmodernismen_NZ
dc.titleAn ecological approach to practicum assessmenten_NZ
dc.typeConference Contribution - Oral Presentationen_NZ
dc.rights.holderAuthoren_NZ
dc.subject.marsden130303 Education Assessment and Evaluationen_NZ
dc.identifier.bibliographicCitationKeesing-Styles, L. (2000, November). An ecological approach to practicum assessment. Paper presented at the New Zealand Early Childhood Research Symposium, Hamilton.en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.conference.titleNew Zealand Early Childhood Research Symposiumen_NZ
unitec.conference.orgChildForumen_NZ
unitec.conference.locationHamiltonen_NZ
unitec.conference.sdate2000-11-29
unitec.conference.edate2000-11-29
unitec.peerreviewednoen_NZ


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