scholarly journals Informal Formative Assessment Conversations in Mathematics: Focusing on Preservice Teachers’ Initiation, Response and Follow-up Sequences in the Classroom

2020 ◽  
Vol 16 (10) ◽  
pp. em1884 ◽  
Author(s):  
Mihwa Park ◽  
Minju Yi ◽  
Raymond Flores ◽  
Bangtam Nguyen
Keyword(s):  
Preservice Teachers ◽  
Formative Assessment ◽  
Assessment Conversations

scholarly journals Enacting assessment for learning in the induction phase of physical education teaching

2021 ◽  
pp. 1356336X2110562
Author(s):  
Björn Tolgfors ◽  
Mikael Quennerstedt ◽  
Erik Backman ◽  
Gunn Nyberg
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Beginning Teachers ◽  
Research Question ◽  
Initial Study ◽  
Assessment For Learning ◽  
Induction Phase ◽  
Physical Education Teacher Education ◽  
Pete Programs

In many countries, assessment for learning (AfL) is recommended in both policy and research as a concept that should be integrated into the teaching of physical education (PE) in schools. AfL is also part of physical education teacher education (PETE) programs in several countries and, consequently, something future PE teachers are expected to practice in their teaching. In a previous study ( Tolgfors et al., 2021 ), we showed how AfL was transmitted and transformed between a university course and a school placement course within Swedish PETE. In the current study, we have more closely followed three of the preservice teachers who took part in our initial study into their first year of PE teaching. The purpose of this follow-up study is thus to explore how AfL is enacted in the induction phase of PE teaching. The more specific research question is: how is AfL enacted in beginning teachers’ PE practices under the contextual conditions provided at the schools where they are employed? The data were generated through Stimulated Recall interviews and follow-up interviews via the online meeting software Zoom. The analysis was based on Braun et al.’s (2011) contextual dimensions of policy enactment and Bernstein’s (1996) pedagogic device. Our findings illustrate how AfL is generally enacted through (1) progression and (2) “rich tasks.” However, the contextual dimensions of each school provide different conditions that either support or hinder the use of AfL in PE. AfL is accordingly enacted in different ways in the induction phase of PE teaching.

From Preservice to Inservice

2018 ◽  
pp. 1765-1787
Author(s):  
Congcong Wang
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Teaching Practice ◽  
Inservice Teachers ◽  
Teaching English ◽  
Language Teacher ◽  
Teachers Perceptions

Wang (2012) suggested that preservice teachers perceived that their initial experiences as online language learners increased their linguistic, cultural and technological awareness, which would further benefit them when working with diverse students. However, that study was unclear about whether teachers perceived that they could transfer their awareness into teaching practice. Therefore, extending the pilot study, this follow-up study explored inservice teachers' perceptions of linguistic, cultural and technological awareness transfer in teaching English Language Learners by asking them to engage with an online language course and reflect on their experience. This study proposes a model for language teacher linguistic, cultural and technological awareness development and transfer, as well as discusses issues related to language teacher awareness transfer.

From Preservice to Inservice

2015 ◽  
Vol 5 (2) ◽  
pp. 1-21 ◽  
Author(s):  
Congcong Wang
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Teaching Practice ◽  
Inservice Teachers ◽  
Language Teacher ◽  
Teachers Perceptions ◽  
Follow Up Study

Wang (2012) suggested that preservice teachers perceived that their initial experiences as online language learners increased their linguistic, cultural and technological awareness, which would further benefit them when working with diverse students. However, that study was unclear about whether teachers perceived that they could transfer their awareness into teaching practice. Therefore, extending the pilot study, this follow-up study explored inservice teachers' perceptions of linguistic, cultural and technological awareness transfer in teaching English Language Learners by asking them to engage with an online language course and reflect on their experience. This study proposes a model for language teacher linguistic, cultural and technological awareness development and transfer, as well as discusses issues related to language teacher awareness transfer.

Learning formative assessment in the field

2019 ◽  
Vol 8 (3) ◽  
pp. 197-216
Author(s):  
Su Gao ◽  
Katrina Liu ◽  
Marilyn McKinney
Keyword(s):  
Preservice Teachers ◽  
Formative Assessment ◽  
Student Learning ◽  
Teaching Practices ◽  
Essential Element ◽  
Elementary Classrooms ◽  
Mentor Teachers ◽  
Content Type ◽  
Reflective Conversations ◽  
Reflective Conversation

Purpose It is suggested that mentor teachers engage in reflective conversations with preservice teachers to develop formative assessment as a teaching skill. However, there is minimal evidence documenting this process. The purpose of this paper is to investigate the process and impact of reflective conversation on preservice teachers’ learning about implementing formative assessment in the classroom. Design/methodology/approach This study draws on two dyads of mentor and preservice teachers to examine the role of conversation in helping preservice teachers learn to use formative assessment in elementary classrooms in the USA. A comparative case study method is used to analyze and synthesize the similarities, differences and patterns across both cases. Findings Qualitative data indicate that reflective conversations enable preservice teachers to reflect on their teaching practices and learn how to conduct formative assessment. However, a lack of critical reflection in the conversations results in generic solutions that do not focus on specific aspects of student learning. Practical implications This study suggests that mentor teachers using reflective conversation to guide preservice teacher’s critical analysis of their prior assumptions and teaching practices while referencing actual student learning is an essential element in learning to use formative assessment in the classroom. Originality/value This study contributes to the line of research that explores conversation between mentor and preservice teachers and provides an empirical analysis of conversations focused on learning to use formative assessment in elementary classrooms.

scholarly journals Constructing Identity through Practice: Preservice Teachers’ Narratives of Practicum

2020 ◽  
Vol 2019 (1) ◽  
pp. 1
Author(s):  
Peter Clements
Keyword(s):  
Preservice Teachers ◽  
Teaching Practicum ◽  
Before And After ◽  
Practicum Experience ◽  
Narrative Framework ◽  
Insight Into

As a follow-up to a study of the published accounts of preservice teachers (PSTs) in Japan, I conducted interviews with three PSTs before and after their final teaching practicum. The narrative framework and themes generated in the previous study served as a guide to examining the settings, times, and people that the PSTs suggested were significant to their practicum experience. The results complicate and extend the previous findings, providing insight into how the PSTs dealt with stress and negative episodes as well as how their identities as teachers developed through practice. The PSTs’ relationships with their students were key in this regard, while mentoring teachers tended to play an evaluative and disciplinary role that was less central to development. This has implications for how teachers who work with PSTs can productively intervene to promote reflective growth. 本研究は、先に行われた実習生の感想文を分析した結果に基づく調査である。教育実習の前後に3人の実習生へインタビューを行い、前回のナラティヴ枠組やテーマを使い、実習期間を通して実習生にとっての重大な場所・時間・人々を調べた。結果は前回の結果より詳細であり、特に実習生がストレスや困ったことをどのように対処したか、また教師としてのアイデンティティが実践を通じてどのように発達したかについての洞察ができる。教師としてのアイデンティティの発達には、実習生において生徒との関係が非常に重要であり、指導教諭はむしろあまり重要ではない評価的な役割であった。この結果は実習生の成長を促す指導方法に重要な示唆となる。

Appraisal Centers: A Formative Assessment Model for Preservice Teachers to Demonstrate Emerging Theory–Practice Understanding

2019 ◽  
Vol 200 (3) ◽  
pp. 196-206
Author(s):  
Penny Silvers ◽  
Josephine Sarvis
Keyword(s):  
Preservice Teachers ◽  
Elementary Education ◽  
Communities Of Practice ◽  
Formative Assessment ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Culturally Diverse ◽  
State Standards ◽  
Assessment Model ◽  
School Of Education

Appraisal Centers provide authentic experienced-based communities of practice for preservice teachers (PSTs) to show application of theory into practice at critical gateways throughout their elementary education program while fulfilling School of Education dispositions, course objectives, and state standards. A goal is to provide formative assessment opportunities for PSTs to present inclusive, differentiated teaching practices at increasing levels of proficiency for culturally diverse 21st-century classrooms. Appraisal Centers provide multiple opportunities for PSTs to reflect on the complexities of teaching and learning, and the importance of embracing a culturally responsive, critically literate professional identity as emerging beginning educators.

What Preservice Physical Education Teachers See in an Unguided Field Experience: A Follow-Up Study

1987 ◽  
Vol 7 (1) ◽  
pp. 12-21 ◽  
Author(s):  
Kate R. Barrett ◽  
Pamela C. Allison ◽  
Rick Bell
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Classroom Climate ◽  
Personal Characteristics ◽  
Professional Preparation ◽  
Fifth Grade ◽  
Physical Education Teachers ◽  
Fifth Grade Students ◽  
Physical Education Majors

This study is a follow up to one conducted in 1982 (Bell, Barrett, & Allison, 1985) and examines what a group of eight preservice physical education majors reported seeing in a 15-min games lesson with fifth-grade students at the end of their professional preparation. As in the previous study, an analytic inductive strategy was employed to categorize the data at two levels of specificity. Results indicated that as individuals the preservice teachers recorded statements about the teacher, the students, and the lesson in combination, whereas in the 1982 study, they recorded statements about the students only or the students and the teacher. Level 2 analysis showed 66.1% of the reported statements were about the movement response of the children. This was in sharp contrast to the earlier study in which the preservice teachers made only 10% such statements. The percentage of statements recorded for the subcategory teaching techniques was fairly consistent across the two studies: 21.9% in the current study and 25.9% in the earlier one. Relatively few statements were made in any of the other categories. Preservice teachers at the end of their professional preparation report more observations (224 in contrast with 89), but questions remain why the observations exclude statements about the personal characteristics of students, classroom climate, and lesson elements.

Preservice teachers’ enactment of formative assessment using rubrics in the inquiry-based chemistry laboratory

2021 ◽  
Author(s):  
Yoram Zemel ◽  
Gabby Shwartz ◽  
Shirly Avargil
Keyword(s):  
Preservice Teachers ◽  
Formative Assessment ◽  
Assessment Methods ◽  
Chemistry Laboratory ◽  
Highly Qualified ◽  
Education Programs

In recent years teachers’ education programs encourage preservice teachers to practice a variety of assessment methods to prepare them to be highly qualified practitioners who are capable in enhancing students’...

Positioning Preservice Teacher Formative Assessment in the Literature

2017 ◽  
pp. 1-46 ◽  
Author(s):  
Christopher Dann ◽  
Shirley O'Neill
Keyword(s):  
Preservice Teachers ◽  
Formative Assessment ◽  
Preservice Teacher ◽  
Action Learning ◽  
Initial Teacher Education ◽  
Central Component ◽  
Teacher Education Programs ◽  
Assessment Practices ◽  
Participatory Action ◽  
Practicum Experiences

This text explores Formative Assessment Practices (FAP) for Preservice Teacher Practicum Feedback and focuses on emerging opportunities from a study conducted in Australia over four years. This study comprised Participatory Action Learning Action Research (PALAR) that involved six cycles (Dann & Allen, 2015). The emerging opportunities discussed here are drawn from the data of this PALAR study and the current literature about formative assessment of preservice teachers during practicum experiences. Professional practicum experiences are a central component of initial teacher education programs where today's providers are endeavoring to increase their quality (Beauchamp, Clarke, Hulme, & Murray, 2013; Cohen, Hoz, & Kaplan, 2013; Ingvarson et al., 2014).

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