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.

通常要求教师候选人在短期，快速的初始教师教育（ITE）计划中学习大量的基础知识和实践知识。这项研究通过对35名教师候选人的案例研究对评估教育进行了研究，这些候选人在一家加拿大机构中参加了评估/评估集中。结合芬克（2013）的重要学习经历分类法，采用慢速运动框架，分析了引发缓慢和重要学习的教学法。来自多个数据源的发现揭示了跨计划阶段和教学条件的重要学习趋势，包括真实的课程评估，课程工作和布置的周期以及协作。提供了未来研究和ITE编程的方向。