Search results for: Self assessment
Page 1/2 11 items
This phenomenological research explores the opinions of social studies teacher candidates about self and peer assessment. It is a descriptive study using qualitative data from a sample of 21 teacher candidates. Research data were collected using a semi-structured interview and the researcher's observation notes. The data were analysed using the descriptive content analysis method. The findings showed that self and peer assessment could serve as a powerful learning activity rather than simply an assessment tool. The results also indicated that self and peer assessment support the development of skills, such as self-regulation, critical thinking and decision-making. Teacher candidates reported that self and peer assessment had positive effects, such as recognizing their own shortcomings, learning by sampling from peers’ work, constructive contribution to each other's work, comprehension of the skills and criteria that form the basis of assessment, being part of the assessment process, gaining assessment skills, recognizing individual differences and developing critical thinking skills. Self and peer assessment facilitate the development of a learning environment that is more cooperative, participative and appropriate to the educational needs of initial teacher education students in the 21st century.
Updated: Jan. 04, 2021
This article offers a first look at teacher educators’ (N = 336) perceptions of their technology competencies based on the Teacher Educator Technology Competencies (TETCs; Foulger, Graziano, Schmidt-Crawford, & Slykhuis, 2017). The participants generally rated their competence levels highly in relation to the TETCs. Although many participants reported that the TETCs adequately reflected the competencies required of them, they suggested various additions and changes to the TETCs. This mixed-method study advances understanding of teacher educators’ perceptions of the importance of various competences to their work and offers feedback from the field regarding which competencies might be missing from the TETCs.
Updated: Sep. 23, 2020
Organisational Self-evaluation and Teacher Education for Community Relations in a Transforming Society?
During 2004, the School of Education at the University of Ulster embarked on an innovative three-year project designed to embed community relations objectives within initial teacher education. This article reports on one very specific and time-limited element of the broader project. That is, development work designed to investigate the possibilities of using processes of self-review and evaluation as a lever for improvements in initial teacher education for community relations.
Updated: Jun. 30, 2016
The present study applied an Integrated Triadic Model (ITM) to a social studies methods course and measured the extent that preservice teachers’ TPACK changed. The study also gathered beliefs about the effectiveness of course activities for developing TPACK. The application of the ITM created and enhanced course activities that contributed to the development of preservice teachers’ TPACK.
Updated: Nov. 10, 2015
This study examined whether and how writing their own reflections in open online reflective journals (ORJs) can encourage and support online learners to engage in self formative assessment and meaningful reflections. The study findings show that the open ORJs encouraged self assessment and provided opportunities for students to openly articulate what and how they were learning while also receiving formative feedback. Through the opportunities to interact with others (teacher and peers) within individual reflective processes, dialogic feedback and meaning making emerged to offer a constructive link between internal and external feedback.
Updated: Apr. 23, 2014
This article explores how a group of pre-service elementary science student teachers came to understand the development of their Pedagogical Content Knowledge over the course of a semester’s study in a science methods course. The results illustrate real possibilities for ways of enhancing student teachers’ ongoing professional learning in teacher preparation and offer a window into how the nature of Pedagogical Content Knowledge in pre-service education might be better understood and developed.
Updated: Mar. 21, 2013
The Use of Self-Assessment to Foster Students' Learning in Teacher Education: An Experience in Teaching Practice
This study examined the effectiveness of self-assessment during teaching practice and determined whether the students, after engaging in the self-assessment process, exhibited changes in their learning and teaching. Participants comprised 47 students who were enrolled in an in-service teacher education program. Questionnaire and focus group interviews were employed to examine the usefulness of the self-assessment and the possible changes in students' learning. Analysis of the results indicates that students found that self-assessment enhanced their learning during teaching practice, especially in the area of reflective thinking.
Updated: Nov. 18, 2009
This paper focuses on the development of the Collaboration Self-Assessment Tool (CSAT). The identification and practice of specific collaboration skills needed in a student teaching experience are emphasized. . The paper uses a case-study approach to describe how the tool can be used to enhance collaboration between a cooperating teacher and a teacher candidate.
Updated: Apr. 01, 2009
Video has long been used to capture microteaching episodes, illustrate classroom cases and practices, and to review teaching practices. Video annotation tools offer the potential to support both the reflection and analysis of one's own teaching with minimal video editing as well as the ability to associate captured video with related student and teaching evidence. In this article, the authors compare and contrast emerging video annotation tools and describe their applications to support and potentially transform teacher reflection.
Updated: Mar. 23, 2009
Metacognition (as a process) and metacognitive knowledge (as a product) are seen as important components of cognitive development and signs of intellectual maturity.The development of metacognitive knowledge is not, however, reserved for adult learners. The goal of this study was to examine what practices lead to successful self-reflection and promote metacognitive development in young learners.
Updated: Mar. 17, 2009