Dissecting the golden thread: How models can support participants regardless of the teacher development programme constraints.

This article explores the significance of assessment in teacher training and development programs. It emphasizes how assessment can aid both facilitators and participants in making informed decisions about their knowledge and skills. The authors discuss the challenges of language and tacit knowledge in assessment, as well as the importance of bridging the gap between theory and practice through deliberate practice and shared understanding. They also highlight the role of modeling in teacher training programs and the limitations of deliberate practice. The article suggests strategies such as open-ended questions and formative assessment to gather meaningful information and support participants' growth. It concludes by mentioning that Ark's programs focus on assessing educators and facilitating their reflections on their practices through modeling and deconstructing tacit knowledge. [Extracted from the article]

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