Description
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.
