Socialisation of teachers into the culture of assessment

While new graduates of teacher education programmes are employed as provisionally registered teachers, they are still expected to plan, teach, and assess a full classroom programme with support from a tutor teacher.

This small-scale study explores the ways in which beginning teachers learn their classroom assessment roles and responsibilities.

The learning process begins with their initial teacher education programme and is completed by the employing schools, who are responsible for providing a support and guidance programme over two years, and for documenting graduates’ progress towards full registration.