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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.

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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

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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.

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