Enhancing the enactment of assessment for learning principles during school placement
Preservice teachers as practitioner researchers within a learning community
Dados Bibliográficos
| ID | 21496569 |
|---|---|
| Autores | André Moura (0000-0003-2690-1029, Universidade do Porto, autor correspondente), Amândio Graça (0000-0003-1539-4201, Universidade do Porto), Ann Macphail (0000-0003-1875-0582, University of Limerick), Paula Maria Batista (0000-0002-2820-895X, Universidade do Porto) |
| Ano | 2024 |
| Volume | 47 |
| Fascículo | 2 |
| Páginas | 330-347 |
| Data de publicação | 2024-03-14 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | European Journal of Teacher Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0261-9768 • E-ISSN: 1469-5928 |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02619768.2024.2340684 |
| OpenAlex | W4394766938 |
| Idioma | EN |
| Citações recebidas | 3 |
| Referências citadas | 30 |
Enacting Assessment for Learning (AfL) is challenging for teachers and even more for Preservice Teachers (PSTs). The support for those attempting to enact it has been considered insufficient and/or inadequate. This study aims to examine how positioning preservice teachers as practitioner researchers while belonging to a learning community can facilitate PSTs’ enactment of AfL during their school placement. It draws on the triangulation of different qualitative data sources, e.g. focus group, researcher’s field notes, testimonial survey, and school placement report, inquiring the practice of eight PSTs and the interaction within a learning community supported by a researcher, university supervisor and cooperating teachers. Despite belonging to the same learning community, PSTs struggle differently in embedding assessment in the learning experiences, including students, and facilitating students’ understanding of feedback and the teaching-learning process. Teacher education programmes are prompted to consider how best to support PSTs enacting AfL practices
Faculty Development · Focus group · Learning community · Mathematics education · Pedagogy · Professional development · Professional learning community · Qualitative research · Sociology · Teacher education · Psychology · Reflective Practices in Education · Student Assessment and Feedback · Teacher Education and Leadership Studies
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Formative assessment
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Preservice teachers’ implementation of formative assessment in English writing class
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Changing approaches to classroom assessment
Preservice teachers' initial conceptions about assessment of science learning
Toward a theory of action for practitioner inquiry as professional development in preservice teacher education
Reconceptualizing Professional Communities for Preservice Urban Teachers
| Obras citantes distintas | 3 |
|---|---|
| Citações por ano | 1,5 |
| Intervalo de citações | 2024 - 2026 (3) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 3 |