Teachers learn about student learning assessment through a teacher education process
| Autor: | Lucrecia Chumpitaz-Campos, Antoni Badia |
|---|---|
| Přispěvatelé: | Universitat Oberta de Catalunya (UOC), Pontificia Universidad Católica del Perú |
| Rok vydání: | 2018 |
| Předmět: |
formación docente
Higher education Learning assessment proceso de formación docente Profesores -- Formación formació docent Education Teachers -- Training of evaluación del aprendizaje teacher learning Mathematics education ComputingMilieux_COMPUTERSANDEDUCATION Student learning avaluació de l'aprenentatge teacher education process 060201 languages & linguistics ensenyament superior business.industry 05 social sciences 050301 education 06 humanities and the arts Teacher learning Assessment for learning Teacher education Professors -- Formació procés de formació docent higher education enseñanza superior 0602 languages and literature business Psychology 0503 education Merge (version control) assessment for learning |
| Zdroj: | O2, repositorio institucional de la UOC Universitat Oberta de Catalunya (UOC) Recercat. Dipósit de la Recerca de Catalunya instname |
| Popis: | This study aims to understand the extent to which university professors adopt new pedagogical voices in their learning assessment practices through a teacher education process. Participants (N = 32) were interviewed before and after the teacher education process, and data were analysed using qualitative and quantitative methods. The results of the study demonstrated, first, that teachers renamed their educational discourse about learning assessment significantly, increasing it in assessment for learning practices, particularly in the themes of timing and agents, and reducing it in all themes referred to the assessment of learning practices. And second, three clusters of faculty were identified, which differed in terms of the way they merge both learning assessment practices: professors with a slight prevalence of the assessment for learning conceptual voice, professors with a slight prevalence of the assessment for learning practical voice, and professors with a strong prevalence of the assessment for learning voice. |
| Databáze: | OpenAIRE |
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