Using Video-Based Interviews to Investigate Pre-service Secondary Science Teachers’ Situation-Specific Skills for Informal Formative Assessment
| Autor: | Kennedy Kam Ho Chan, King Woon Yau |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Class (computer programming)
General Mathematics media_common.quotation_subject 05 social sciences 050301 education Science teachers Science education Teacher education Education Formative assessment Pre service Perception ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education 0501 psychology and cognitive sciences Psychology 0503 education Video based 050104 developmental & child psychology media_common |
| Zdroj: | International Journal of Science and Mathematics Education. 19:289-311 |
| ISSN: | 1573-1774 1571-0068 |
| DOI: | 10.1007/s10763-020-10056-y |
| Popis: | This study investigated the nature of pre-service science teachers’ (PSTs’) situation-specific skills for informal formative assessment (FA) and their awareness of activating these skills in classroom-like situations. Video-based interviews were conducted to collect data from fifteen PSTs before they participated in a teacher education program. Authentic classroom videos capturing evidence of student thinking were used as probes to elicit information on the PSTs’ perceptions, interpretations, and decision-making in various classroom-like situations that afforded opportunities for FA. The findings indicate that the PSTs tended to focus on content-generic evidence and the responses of students in the whole class, to infer student thinking at a non-content specific level, and to propose responses that were vague or devoid of scientific content. On re-exposure to the same evidence of student thinking captured in short video clips, and with more specific prompting questions, more of the PSTs identified content-specific evidence from individual students and interpreted the nuances of student thinking at a content-specific level. Yet, the capacity of the PSTs to propose student-focused instructional moves remained limited. Overall, the findings suggest that the PSTs were not particularly aware of applying their situation-specific skills for informal FA when making on-the-fly teaching decisions in classroom-like situations that offer rich opportunities for FA. This study adds to the existing understanding of PST knowledge/skills for informal FA and provides a mechanism for eliciting and characterizing teachers’ situation-specific skills for informal FA. The implications for initial teacher education are discussed. |
| Databáze: | OpenAIRE |
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