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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/29573
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DC FieldValueLanguage
dc.contributor.authorWickramasinghe, Malka Nen
dc.contributor.authorWeller, Jacolynen
dc.contributor.authorSmith, Dorothy Ven
dc.date.accessioned2020-10-23T04:00:48Z-
dc.date.available2020-10-23T04:00:48Z-
dc.date.issued2019-
dc.identifier.citationJournal of Perspectives in Applied Academic Practice, 7(1), p. 19-25en
dc.identifier.issn2051-9788en
dc.identifier.urihttps://hdl.handle.net/1959.11/29573-
dc.description.abstractThis article explores assessment practices in initial teacher education in Sri Lanka and Australia from the perspective of two initial teacher education academics. Both are committed to teaching approaches that equip their students to productively handle their professions and see assessment as a key element achieving this goal; both are constrained by the contexts of their teaching, albeit differently. We describe these different contexts and the ideal for sustainability through assessment before exploring the different yet complementary responses from these two academics, linking these responses to their different contexts.en
dc.languageenen
dc.publisherEdinburgh Napier Universityen
dc.relation.ispartofJournal of Perspectives in Applied Academic Practiceen
dc.rightsAttribution-NonCommercial-ShareAlike 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/*
dc.titleAssessment Practices in Teacher Education that Support Sustainability in the Profession: Perspectives from Australia and Sri Lankaen
dc.typeJournal Articleen
dc.identifier.doi10.14297/jpaap.v7i1.340en
dcterms.accessRightsUNE Greenen
local.contributor.firstnameMalka Nen
local.contributor.firstnameJacolynen
local.contributor.firstnameDorothy Ven
local.subject.for2008130313 Teacher Education and Professional Development of Educatorsen
local.subject.for2008130303 Education Assessment and Evaluationen
local.subject.seo2008939902 Education and Training Theory and Methodologyen
local.subject.seo2008930302 Syllabus and Curriculum Developmenten
local.profile.schoolSchool of Educationen
local.profile.emaildsmit232@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.publisher.placeUnited Kingdomen
local.format.startpage19en
local.format.endpage25en
local.peerreviewedYesen
local.identifier.volume7en
local.identifier.issue1en
local.title.subtitlePerspectives from Australia and Sri Lankaen
local.access.fulltextYesen
local.contributor.lastnameWickramasingheen
local.contributor.lastnameWelleren
local.contributor.lastnameSmithen
dc.identifier.staffune-id:dsmit232en
local.profile.orcid0000-0001-7280-1307en
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:1959.11/29573en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleAssessment Practices in Teacher Education that Support Sustainability in the Professionen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.search.authorWickramasinghe, Malka Nen
local.search.authorWeller, Jacolynen
local.search.authorSmith, Dorothy Ven
local.open.fileurlhttps://rune.une.edu.au/web/retrieve/2282e83a-9eaf-4786-b75b-fb461e9010daen
local.uneassociationNoen
local.atsiresearchNoen
local.sensitive.culturalNoen
local.year.published2019en
local.fileurl.openhttps://rune.une.edu.au/web/retrieve/2282e83a-9eaf-4786-b75b-fb461e9010daen
local.fileurl.openpublishedhttps://rune.une.edu.au/web/retrieve/2282e83a-9eaf-4786-b75b-fb461e9010daen
local.subject.for2020390305 Professional education and trainingen
local.subject.for2020390307 Teacher education and professional development of educatorsen
local.subject.for2020390402 Education assessment and evaluationen
local.subject.seo2020160302 Pedagogyen
local.subject.seo2020160301 Assessment, development and evaluation of curriculumen
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