Pre-Service Teachers’ Instructional Innovation Capabilities
A Many-Faceted Rasch Model Analysis
Bibliographic Data
| ID | 16913639 |
|---|---|
| Authors | Jun Liu (0000-0001-5393-3187, Capital Normal University), Meng Sun (0009-0003-4452-7939, Capital Normal University), Zile Liu (0000-0001-5699-759X, Capital Normal University), Yanhua Xu (0000-0001-8822-8891, Jiangxi Normal University, corresponding author) |
| Year | 2023 |
| Volume | 13 |
| Issue | 4 |
| Publication date | 2023-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440231218802 |
| OpenAlex | W4390169994 |
| Language | EN |
| References cited | 75 |
Innovation capability has become a necessary requirement for qualified teachers in the context of informatization. However, the validity and objectivity of existing assessments are unclear. Therefore, this study selected nine researchers to evaluate the instructional innovation capabilities of 60 pre-service teachers from a Chinese normal university. The Many-Faceted Rasch Model (MFRM) was used to measure and analyze the rater severity, difficulty of evaluation criteria, and instructional innovation capability of pre-service teachers. Combined with qualitative analysis, the results showed that most participants had moderate instructional innovation capability, and only certain individuals demonstrated a high level. In addition, innovation related to teaching content and learning activities was easier than innovation related to instructional and evaluation strategies. These results suggest directions for fostering pre-service teachers’ instructional innovation capabilities
Business · Knowledge management · Mathematics education · Rasch model · Computer Science · Gender and Technology in Education · Online Learning and Analytics · Psychology · Technology Adoption and User Behaviour · Marketing
Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance
Teacher education around the world
Preparing pre-service teachers to integrate technology in education
Telling more than we can know
Teachers’ Ability to Apply Their Subject-Specific Knowledge in Instructional Settings—A Qualitative Comparative Study in the Subjects Mathematics and Economics
The Flipped Classroom and the Development of Competences
Using the Many-Faceted Rasch Model to Evaluate Standard Setting Judgments
Preparing pre-service teachers for instructional innovation with ICT via co-design practice
A comprehensive review of Rasch measurement in language assessment
Rater bias patterns in an EFL writing assessment
Using Facets to model rater training effects
The influence of rater language background on writing performance assessment
Applying the many‐facet Rasch model to evaluate PowerPoint presentation performance in higher education
Multi-Faceted Rasch Measurement and Bias Patterns in EFL Writing Performance Assessment
Real Time and Recall Measures of Mobile Phone Use
Flipped learning and good teaching practices in secondary education
Scaffolds in the field
Challenge and support
Facilitating decomposition and recomposition in practice-based teacher education
Developing fundamental principles for teacher education programs and practices
A synthesis of research concerning creative teachers in a Canadian context
Evidencias de fiabilidad y validez de una escala para la autoevaluación de las prácticas de enseñanza en secundaria
Investigating rater severity/leniency in interpreter performance testing
The Englishes of English tests
| Citation velocity | historical |
|---|---|
| Highly cited | No |