Assessment of the early childhood practicum: what can we learn from tertiary supervisors' silences?

Michelle Ortlipp

Research output: Contribution to journalArticlepeer-review

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Abstract

This article presents results from a study that focuses on tertiary supervisors' perspectives on practicum assessment. The discussion of results in this paper is restricted to one of the key themes evident in the data-silence. The different ways of understanding silence according to the literature provides the theoretical framework for an exploration of tertiary supervisors' moments of silence during the assessment process. Examples from focus groups, individual interviews and journals are used to illustrate how two different forms of silence expressed themselves in the data. The postructuralist concepts of discourse, subjectivity and power are used to explore what the silences might mean and what we can learn from them.
Original languageEnglish
Pages (from-to)29-33
Number of pages5
JournalAustralian Journal of Early Childhood
Volume28
Issue number4
Publication statusPublished - 2003

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