Teacher Preparation: A Revision Process Fostered by Formative Assessment

Are you feeling good about how things are going?" Mr. Johnson, Julie's university supervisor, asks as they stride out of the gym. "It's okay, I guess, but that sixth-hour class seems unmotivated and it takes forever for us to get started," Julie sighs. "Maybe I don't have what it takes to be a good PE teacher." "Hey, don't get down on yourself. Be firm and be positive. Remember our conference Monday when we talked about management? Perhaps you are still spending too much time getting students and equipment organized. As soon as fifth-hour students leave the gym to change, why not set up the equipment at multiple access points, so sixthhour students can begin as soon as they arrive?" "That's a good idea. There's so much to remember that I feel overwhelmed sometimes." Effective teacher education relies on such informal conversations between preservice teachers and their mentors. Julie's reflective self-assessment demonstrates her aware-