Toward a pedagogy for slow and significant learning about assessment in teacher education.

Teacher candidates are required to learn substantial fundamental and practical knowledge often within short, fast-paced initial teacher education (ITE) programs. This study examined assessment education through a case study of 35 teacher candidates enrolled in an assessment/evaluation concentration at one Canadian institution. Using a slow movement framework with Fink's (2013) significant learning experiences taxonomy, pedagogies were analyzed that provoked slow and significant learning. Findings from multiple data sources revealed trends in significant learning across program phases and pedagogical conditions, including authentic course assessments, cycles of coursework and placements, and collaboration. Directions for future research and ITE programming are provided. • Supportive cycles of relational and practical learning experiences are needed for deepening assessment learning. • Assessment approaches shifted to research-based practices via coursework/practicum cycles and peer/mentor feedback. • Findings confirmed Fink's (2003) findings that significant learning involves interactive and non-hierarchical experiences. • Data suggest teacher candidates need more explicit attention on learning how to learn. [ABSTRACT FROM AUTHOR]