Enhancing the enactment of assessment for learning principles during school placement
Preservice teachers as practitioner researchers within a learning community
Datos Bibliográficos
| ID | 21496569 |
|---|---|
| Autores | André Moura (0000-0003-2690-1029, Universidade do Porto, autor de correspondencia), 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) |
| Año | 2024 |
| Volumen | 47 |
| Número | 2 |
| Páginas | 330-347 |
| Fecha de publicación | 2024-03-14 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | European Journal of Teacher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0261-9768 • E-ISSN: 1469-5928 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02619768.2024.2340684 |
| OpenAlex | W4394766938 |
| Idioma | EN |
| Citas recibidas | 3 |
| Referencias 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
A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment
A systematic review of prerequisites for implementing assessment for learning in classroom practice
Aligning the principles of assessment for learning to learning in physical education
Formative assessment
Conceptions of assessment in pre-service teachers’ narratives of students’ failure
Internship integrated practitioner research projects foster student teachers’ professional learning and research orientation
Preservice teachers’ implementation of formative assessment in English writing class
Providing physical education preservice teachers with opportunities to interrogate their conceptions and practices of assessment
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 |
|---|---|
| Citas por año | 1,5 |
| Intervalo de citas | 2024 - 2026 (3) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 3 |