A phenomenographic study on student teachers' conceptions of Assessment for Learning and their perceptions of their development as Assessment for Learning Practitioners
Student teachers' (ST) future role as Assessment for Learning (AfL) practitioners affirms the need for better understanding of the inter-relationship between AfL and ST development. Research from the school-based AfL discourse and the ST development discourse inform this study. Critical theory...
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Lancaster University
2016
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| Online Access: | http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.716382 |