Learning to Teach with Assessment: A Student Teaching Experience in China (SpringerBriefs in Education)

This ethnography asks the question, what does learning to teach mean to student teachers and to those around them in an exam-driven rural school in China? The author writes of the process of using the assessment as a tool for teacher learning, understanding disadvantaged students in the community of practice, and of beginning teachers seeking their identities. She offers a perspective of learning to teach with assessment instead of for assessment, and examines how it shapes the learn-to-teach experiences. Jiang Heng is an assistant professor in the National Institute of Education, Nanyang Technological University, Singapore. Her expertise includes teacher learning via studying students’ work, curriculum implementation, and comparative education. Acknowledgments Prologue: Linking Teaching with Testing Chapter 1 Introduction Chapter 2 Dinggang Internships at Green Middle School Chapter 3 Learning to Teach, Learning to Test Chapter 4 Symbolic Boundaries: The Underlying Scripts for Teacher Learning Chapter 5 Connected Practitioners in Learning to Teach Chapter 6 Conclusion