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.
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