期刊名称：Asia-Pacific Journal of Cooperative Education
电子版ISSN：1175-2882
出版年度：2011
卷号：12
期号：1
页码：1-17
出版社：New Zealand Association for Cooperative Edcuation
摘要：A critical aspect of the debate about work integrated learning in the university context is the blurring of boundaries and responsibilities in terms of student learning. In an Australian pre-service teacher education program this blurring of boundaries is apparent in stakeholder tensions about the nature and role of assessment during the practicum. In the study reported in this paper, students responded positively to the content of assessment tasks but maintained that their efforts to implement the associated planning in the workplace were stymied because of disparate understandings between university and school staff about the purpose of the task.
