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Relocating assessment in pre-service teacher education: an emerging model from activity theory lens.
- Source :
-
European Journal of Teacher Education . Apr2024, Vol. 47 Issue 2, p348-368. 21p. - Publication Year :
- 2024
-
Abstract
- This empirical study aims to understand the assessment pedagogies used to support pre-service teachers' assessment development in the post-pandemic. The study involved sixty 4th year English language pre-service teachers, and data were collected from interviews, practicum observation notes, field visit notes, and reflection papers. The study aimed to identify research-based pedagogical constructs that effectively contributed to pre-service teachers' learning and practice of assessment in the practicum. Using an activity theory lens, the study developed a model that could be used in pre-service teacher assessment education across different contexts. The paper concludes by suggesting research and practice-oriented implementations for pre-service teacher education based on the identified pedagogical constructs. Also, it has important implications for developing effective assessment education for pre-service teachers, which can contribute to better student learning outcomes in the future. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 02619768
- Volume :
- 47
- Issue :
- 2
- Database :
- Academic Search Index
- Journal :
- European Journal of Teacher Education
- Publication Type :
- Academic Journal
- Accession number :
- 177800050
- Full Text :
- https://doi.org/10.1080/02619768.2024.2339522