讲座一：

题目： The Role of Higher Education Institutes in Teacher Education

In this short lecture, Prof. Brooks explores the distinctive role that higher education institutions play within initial teacher education. She outlines the different functions and purposes of HEIs in relation to ITE and also what they contribute to the development of professional teachers that schools alone are unable to provide. She draws upon the experience of education schools in both the USA and UK, and in particular trends in ITE that are affecting provision around the world.

主讲人简介

Clare Brooks is currently Head of Academic Department (Curriculum, Pedagogy and Assessment), Co-Director of Initial Teacher Education, and Vice Dean International at UCL Institute of Education. She is also a founding member of GEReCO (Geography Education Research Collective) and Co-Chair of the International Geographical Union Commission for Geography Education, and Chair of the UK Committee. Her background is in geography education, having been a geography teacher and Head of Geography in East London, and former leader of the PGCE Geography and MA in Geography Education at the Institute of Education. Clare’s research interests are in teacher subject identity and how teachers use their subject knowledge, and in subject specialist pedagogies.

讲座二：

题目：Conceptions of Assessment

In this lecture, Kim will consider how individuals, whether students or examiners, lecturers or teachers bring their understanding about assessment to the process, and therefore how beliefs about assessment may impact on the outcomes for students.  Different types and approaches to assessment are examined in consideration of the role of the assessor, and how assessment can, and should, improve learning.  Relevant and recent research around concepts is considered (Brown, 2003 and Hargreaves, 2005) and reflected upon in the light of a challenge to higher education assessment from Hughes (2011 and 2014).  Examples from international programmes are shared and the conclusion reached that being aware of our own conceptions of assessment is important, whilst some assessment support learning better than others.  Kim challenges the lecturer to consider that how we respond to our assessment feedback is crucial in informing the learning process.