‘More than Marking and Moderation’: A Self-Study of Teacher Educator Learning through Engaging with Graduate Teaching Performance Assessment

Brandenburg, R; Fletcher, A; Gorriss-Hunter, A; Van der Smee, Cameron; Holcombe, W; Griffiths, K; Schneider, K

‘More than Marking and Moderation’: A Self-Study of Teacher Educator Learning through Engaging with Graduate Teaching Performance Assessment

journal contribution

posted on 2024-06-02, 22:38 authored by R Brandenburg, A Fletcher, A Gorriss-Hunter, Cameron Van der SmeeCameron Van der Smee, W Holcombe, K Griffiths, K Schneider

‘More than Marking and Moderation’: A Self-Study of Teacher Educator Learning through Engaging with Graduate Teaching Performance Assessment

History

Journal

Studying Teacher Education

Volume

19

Pagination

330-350

Location

London, Eng.

ISSN

1742-5964

eISSN

1742-5972

Language

eng

Publication classification

C1.1 Refereed article in a scholarly journal

Issue

ahead-of-print

Publisher

Taylor & Francis (Routledge)

Publication URL

http://dx.doi.org/10.1080/17425964.2022.2164761

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Keywords

COMMUNITIES critical friends Education & Educational Research graduate teacher assessments KNOWLEDGE moderation and marking professional learning communities reflective practice self-study Social Sciences WORKING

‘More than Marking and Moderation’: A Self-Study of Teacher Educator Learning through Engaging with Graduate Teaching Performance Assessment

History

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Volume

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eISSN

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