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.

Sensitive and in-depth description of the Chinese student teaching in the rural context Adds to the discussion about the preparing new teachers for the purposes of social equality and equity Offers insight on the use of the assessment for teacher learning and professional development Includes supplementary material: sn.pub/extras

Autorentext
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.

Inhalt
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.