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1.
ABSTRACT

Teachers’ competence in educational assessment is a key feature in teacher professionalism. Understanding of assessment competence has evolved from the learning of technical skills in assessment to a context-dependent, socially defined understanding encompassing a multitude of approaches to assessment. Thus, a holistic approach to assessment competence is used in this research to specifically consider the role of education culture on assessment competence. In particular, we compared Canadian and German student teachers with regard to their self-rated competence in, and approaches towards, educational assessment. While structural analysis revealed that the overall dimensions in which assessment is perceived do not depend on culture, ANOVAs pointed at some differences between the two countries, particularly concerning assessment purposes and approaches to fairness.  相似文献   

2.
Research Findings: The current article explores the relationship between teachers’ perceptions of child behavior problems and preschool teacher job stress, as well as the possibility that teachers’ executive functions moderate this relationship. Data came from 69 preschool teachers in 31 early childhood classrooms in 4 Head Start centers and were collected using Web-based surveys and Web-based direct assessment tasks. Multilevel models revealed that higher levels of teachers’ perceptions of child behavior problems were associated with higher levels of teacher job stress and that higher teacher executive function skills were related to lower job stress. However, findings did not yield evidence for teacher executive functions as a statistical moderator. Practice or Policy: Many early childhood teachers do not receive sufficient training for handling children's challenging behaviors. Child behavior problems increase a teacher's workload and consequently may contribute to feelings of stress. However, teachers’ executive function abilities may enable them to use effective, cognitive-based behavior management and instructional strategies during interactions with students, which may reduce stress. Providing teachers with training on managing challenging behaviors and enhancing executive functions may reduce their stress and facilitate their use of effective classroom practices, which is important for children's school readiness skills and teachers’ health.  相似文献   

3.
Abstract

Teachers require specialised assessment knowledge and skills in order to effectively assess student learning. These knowledge and skills develop over time through ongoing teacher learning and experiences. The first part of this paper presents a Summative Assessment Literacy Rubric (SALRubric) constructed to track the development of secondary science teachers’ summative assessment literacy. The analytic rubric consists of 10 dimensions spread across three categories drawn from the literature and context-specific empirical evidence: knowledge of assessment, understanding the context for assessment, and recognising the impact of assessment. The second part of this paper applies the SALRubric in a case study to explore the development of summative assessment literacy of New Zealand secondary science pre-service and novice teachers. An increasing sophistication in these teachers’ summative assessment literacy was evident over 20 months albeit in a nuanced manner for individual teachers. The rubric was a very useful tool for evaluating and documenting shifts in teachers’ summative assessment literacy over time. Implications of the use of SALRubric are discussed in terms of summative assessment literacy practice and development.  相似文献   

4.
Abstract

Teacher education is a hotly debated policy area in higher education and schooling portfolios, with increasing emphasis on standards and accountability. It is in this environment that The Standards Project (2013–2015) presented in this article began. It has at its core a three-part commitment: first, to undertake a comprehensive audit and analysis of all teacher education programmes in the state of Queensland, Australia, to establish the approaches and practices Universities relied on to preparing beginning teachers as assessment capable; second, to take account of multiple perspectives and approaches in initial teacher education to integrating data into how beginning teachers are prepared to source and use evidence for improving learning and teaching; and further, to develop new principles, policy and practices for reviewing and moderating teacher education programmes against professional standards. The paper proposes a move beyond the discourse of professional standards of practice towards a complementary discourse of standards of evidence. In our collaboration we drew on two fields, namely the writing on teacher education including reviews, and the field of assessment, both considered within broader sociocultural theory applied to assessment.  相似文献   

5.
Abstract

This article examines the views on effective teacher education programs held by 10 teachers who were identified by senior administrators within their school districts as exemplary teachers. The findings reveal many consistencies between the beliefs inherent within five models of teacher learning that predominate in literature on teacher education programs and those held by practicing teachers. The one major difference is that teachers in this study emphasize the transmission of a widely accepted body of pedagogical knowledge and skills to a greater degree than do researchers. This set of common belief provides a strong foundation for building collaborative relationships through which both cultures might work together to develop a shared vision. Transformation of teaching and teacher education practice requires a willingness to consider values and perspectives that might differ from those accepted within either culture and an openness to change on the part of both cultures.  相似文献   

6.
《Africa Education Review》2013,10(2):288-303
Abstract

The New Assessment Policy was introduced in 2003. Teachers were expected to implement this policy in the various fields that they were teaching. It is more than four years since the implementation of this policy. We explored selected teachers’ understanding of the policy, including factors that influenced their understanding. We were particularly interested in what Grade 7 and 9 Mathematics and Natural Sciences Learning Areas teachers’ understanding of this policy was and when, how and why this understanding was influenced. A naturalistic, qualitative case study approach was used. Three teacher education students were trained to collect data from a convenient, small sample of twelve Grade 7 and Grade 9 teachers. The findings suggest that many of the participating teachers’ understanding is still linked to assessing learners’ knowledge only. Some teachers included skills in their understanding of assessment, but only one Grade 7 teacher mentioned values. Furthermore, it was possible to draw a distinction between the teachers’ personal understanding and their policy understanding of the Assessment Policy. We conclude that, after more than four years, many teachers’ understanding of assessment is still restricted mainly to the assessment of knowledge. We suggest that teachers’ knowledge, skills, attitudes and values of assessment as well as of the assessment process should be given due consideration for effective implementation of the Assessment Policy.  相似文献   

7.
In this paper we review the literature on teacher inquiry (TI) to explore the possibility that this process can equip teachers to investigate students’ learning as a step towards the process of formative assessment. We draw a distinction between formative assessment and summative forms of assessment [CRELL. (2009). The transition to computer-based assessment: New approaches to skills assessment and implications for large-scale testing. In F. Scheuermann & J. Björnsson (Eds.), JRC Scientific and technical reports. Ispra: Author; Webb, M. (2010). Beginning teacher education and collaborative formative e-assessment. Assessment & Evaluation in Higher Education, 35, 597–618; EACEA. (2009). National testing of pupils in Europe: Objectives, organisation and use of results. Brussels: Eurydice; OECD. (2010b). Assessing the effects of ICT in education (F. Scheuermann & E. Pedró, Eds.). Paris: JRC, OECD]. Our review of TI is combined with a review of the research concerning the way that practices with technology can support the assessment process. We conclude with a comparison of TI and teacher design research from which we extract the characteristics for a method of TI that can be used to develop technology-enhanced formative assessment: teacher inquiry into student learning. In this review, our primary focus is upon enabling teachers to use technology effectively to inquire about their students’ learning progress.  相似文献   

8.
Book review     
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9.
The 2003 National Science Teachers Association Standards for Science Teacher Preparation (NSTA-SSTP) were developed to provide guidelines and expectations for science teacher preparation programs. This article is the fourth in a special JSTE series on accreditation written to assist science teacher educators in meeting the NSTA-SSTP. In this article, the authors discuss pedagogical content knowledge and how this is expressed in the NSTA-SSTP. Included are competencies and examples needed for a science teacher preparation program to document developing pedagogical content knowledge in preservice science teachers.  相似文献   

10.
Abstract

Lefebvre’s triadic conception of spatial practice, representations of space and representational spaces provides the theoretical framework of this article, which recognises a productive relationship between space and social relations. Its writing stems from a current and ongoing qualitative study of innovative teaching and learning practices in new technology-rich flexible learning spaces, characterised by large open spaces, permeable boundaries and diverse furnishings emphasising student comfort, health and flexibility. Schooling in the twenty-first century, certainly in the developed world, is required to ensure that children and school-leavers have appropriate life-long skills in preparation for participation in the twenty-first century knowledge economy. This world is characterised as complex and dynamic, deeply influenced by globalisation and the revolution in digital technology. Developing these skills calls into question ‘outmoded’ transmission models of teaching and requires teachers and school leaders to approach their work in radically new ways. Open school design encourages flexibility in learning and teaching, and allows collaborative, team teaching, with designers claiming significant educational benefits. This arrangement of multiple classes using innovatively designed, technology-enriched common space, facilitated by multiple teachers, working in collaborative teams, is far-reaching in its likely implications for community expectations and responses, relationship-building, assessment, student learning, teachers’ work and initial teacher education.  相似文献   

11.
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12.
Teacher turnover in urban schools is occurring at a breakneck pace; thus, it is important for us to understand the characteristics of teachers who stay and succeed in these settings. In order to address this need, this study examines the preparation and induction experiences of teachers who completed a Transition to Teaching – a funded urban apprenticeship program. Three research questions guided the study: (1) How do participants describe the characteristics that influence their five-year retention? (2) How do participants describe their success as teachers? and (3) How do participants describe the professional support they received in their preparation program and during the subsequent four years after completing the program? Quantitative and qualitative data via interviews, focus group, and an examination of teachers’ district performance scores were utilized, as a means of understanding teachers’ staying and impact power. Staying power refers to the ability to endure or last within challenging contexts by possessing strength enough to persevere. Impact power refers to their ability to influence student learning. Four assertions describe the factors influencing developing teachers who stay and have impact as they teach in challenging urban schools, suggesting that these teachers possess a strong work ethic, seek specific resources to improve pedagogy, have the knowledge and skills necessary to differentiate instruction, and seek teacher leadership opportunities in their schools. This study suggests several implications for teacher educators, educational leaders, administrators, and researchers working with new teachers in urban schools or with populations that are predominantly children of color.  相似文献   

13.
Educational standardized testing impacts millions of children and educational professionals each year. In the current accountability climate, an effective educational system depends on professionals who are literate in assessment and can take the appropriate actions in response to test results. Measurement researchers should begin to focus more attention on how teachers use assessment results, what skills teachers possess, and what teachers believe they can do in working with test results. This study examined elementary teacher knowledge and self-efficacy in measurement concepts through a random sample of teachers in the state of Washington. Teachers had greater success with skills related to basic measurement concepts compared to using test scores for informed decisions. No relationship was found between years of teaching and measurement knowledge or self-efficacy. However, teachers showing interest in resources for communicating test results to parents had lower self-efficacy compared to teachers not interested in resources.  相似文献   

14.
The purpose of this study was to explore the perceptions, attitudes and frequency of use of formative assessment strategies of teachers in the Grenadian lower secondary school (Forms 1, 2 and 3). The study, which was quantitative in nature, involved 252 lower secondary school teachers. Overall the participants had positive perceptions and attitudes towards formative assessment. Significant differences in the perceptions of formative assessment held by trained and untrained teachers (p?p?=?.001) were found. Trained and untrained teachers were found to have similar frequencies of practice of formative assessment strategies. About half of the teachers reported not allowing students to provide input into test construction and encouraging students to engage in journal writing. The study raises questions about the hindrances that teachers face in the integration of some formative assessment strategies and provides policy-makers with valuable information to support strengthening of teacher education efforts.  相似文献   

15.
Background:?The matter of teacher knowledge in the curriculum subject of English is not simple. Certainly it is not easy to delineate what its ‘content knowledge’ should be and how this relates to other aspects of teacher knowledge. In the context of education policy in England, at a time of change when the nature of the subject and its pedagogy are under scrutiny, the issue acquires heightened relevance from an initial teacher preparation perspective.

Purpose:?This paper sets out to consider the following questions: how do teachers of English acquire their teacher knowledge? What is known about the nuanced process of teacher knowledge development in English? Curriculum content is one element of teacher knowledge, but in the literary domain of English it does not suffice to specify what and how much should be read. The questions are discussed from the perspective of the knowledge development of postgraduate English teachers during initial teacher preparation.

Sources of evidence:?Literature concerning the development of teacher knowledge and expertise both generally and in the curriculum subject of English is critically discussed. Within the literature, the notion of the mentor–novice dialogue is identified as an important way of developing teacher knowledge. Alongside the literature, three illustrative mentor accounts are presented, drawn from the experience of postgraduate students learning to teach English to secondary school pupils.

Main argument:?The mentor accounts suggest that the boundaries of English are not easily demarcated. They indicate that the knowledge developed is other than the ‘content’ knowledge that might be acquired through initial degree studies. It is argued that teacher education demands a conception of teaching that takes full account of this knowledge development. At the same time, specific dispositions that do not automatically follow from prior academic attainment appear to be relevant. It is suggested that how these are cultivated, and how they are distinctive to the subject discipline are important questions for initial teacher preparation.

Conclusions:?Whatever the new contexts for initial teacher preparation, understanding how teachers acquire and apply ‘teacherly’ knowledge deserves as much attention as the content of a subject or the prior attainment of entrants to the profession. Initial teacher preparation arrangements need to acknowledge the complexity of learning to teach English as a curriculum subject. Learning to teach is a nuanced process, requiring engagement with a dedicated pedagogical content knowledge. In literary English teaching, this comprises attention to micro and macro aspects concurrently, for example through attention to individual texts concurrent with consideration of conceptions of readers and reading.  相似文献   

16.
Abstract

Exploiting the potential that Assessment for Learning (AfL) offers to optimise student learning is contingent on both teachers’ knowledge and use of AfL and the fidelity with which this translates into their daily classroom practices. Quantitative data derived from the use of an Assessment for Learning Audit Instrument (AfLAI) with a large sample (n = 594) across 42 primary schools in the Republic of Ireland serve to deprivatise teachers’ knowledge and use of AfL and the extent to which AfL is embedded in their work. The data confirm that there is urgent need for high-quality teacher professional development to build teacher assessment literacy. However, fiscal constraints coupled with the fractured nature of current provision renders it impossible to offer sustained support on a national scale in the immediate term. In response, this paper proposes the adoption of a design-based implementation research approach to site-based collaborations between researchers, teachers and other constituent groups, such as that engaged in by the authors over recent years, as a mechanism for addressing teachers’ needs in a manner that also supports other participants’ professional interests.  相似文献   

17.
The aim of this study was to scrutinize the assessment of teacher knowledge in a school‐based course at one Swedish pre‐service teacher education program. In a general education school‐based course, teacher educators visited the student teachers at their school placements and met them and their school mentors in student‐teaching conferences to assess their teacher knowledge. The findings primarily show that the assessment procedures are influenced by teacher educators’ organization of the school visits and conferences. Secondly, the organization of the school visits and conferences influences who the potential and actual assessors at the conferences can be and are. Thirdly, the assessed student teacher knowledge at the conferences is described as procedural knowledge in a knowledge‐in‐practice perspective, almost exclusively in the area of relational, emotional, and caring learning objectives and aspects of teaching activities. Fourthly, the findings show that propositional knowledge in a knowledge‐for‐practice perspective is hardly mentioned or assessed.  相似文献   

18.
In the last 15 years, New Zealand has experienced a range of educational “reforms” driven by a neo-liberal agenda which has insisted that the education system serve the goal of enhancing the nation's economic performance and its competitive edge through the inculcation in learners of the skills requisite to the pursuit of this goal. Fuelled by a perception that the education system needed quality management and greater accountability to its clientele, a series of administrative reforms were put in place in the late 1980s and were followed by a series of radical, state-dictated curriculum and assessment reforms. The subsequent reshaping of curriculum and assessment has had a profound impact on the nature of teachers’ work and their identity as professionals. Using research undertaken in New Zealand in the later 1990s, this article examines ways in which 1990s reforms in New Zealand have worked to reconstruct the professional knowledge (including pedagogical knowledge) of secondary English teachers. It further examines the implications of these changes in teachers’ work for professional identity and discusses some of the implications of these “reforms” for pre-service teacher education.  相似文献   

19.
Abstract

This study reports on the design of a video-based instrument to assess student teachers’ parent–teacher communication competences (PTCC) in a reliable and valid way. PTCC refer to the competences needed to communicate successfully with parents during conversations such as parent–teacher conferences. Taking into account both conceptual and methodological challenges regarding the measurement of competences, several methodological steps were followed to design a video-based instrument focusing on the assessment of student teachers’ perception, interpretation and decision-making skills (PID skills) regarding parent–teacher communication: designing video vignettes presenting realistic job situations regarding parent–teacher communication; developing instructions to elicit student teachers’ PID skills; designing a coding scheme to analyse student teachers’ responses; and implementing the instrument (n = 269) to test and refine it. This ultimately resulted in an instrument consisting of (1) three video vignettes, (2) a series of open-ended questions eliciting student teachers’ PID skills, and (3) three coding schemes to develop a perception score, an interpretation score and a decision-making score for PTCC. The (4) implementation of the instrument confirmed that this innovative video-based tool might be a promising approach to assess student teachers’ PTCC. To conclude, the quality and contribution of the measurement instrument and the implications for further research are discussed.  相似文献   

20.
Preparing student teachers to teach thoughtfully and to consider carefully the consequences of their work involves creating opportunities for these beginning teachers to learn the skills and attitudes required for reflective practive. The case study described here explores one model of developing reflective practice and the congruent role that the source and use of knowledge of good teaching practice has in the process of developing the reflective practices of a post-graduate pre-service science teacher. Of particular interest are the facilitators and barriers she sees as affecting this development. Specializations: Science education, science teacher education Specializations: science education, science teacher education, conceptual change, learning environments, science reasoning.  相似文献   

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