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ERIC Number: EJ1428027
Record Type: Journal
Publication Date: 2024
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0261-9768
EISSN: EISSN-1469-5928
Enhancing the Enactment of Assessment for Learning Principles during School Placement: Preservice Teachers as Practitioner Researchers within a Learning Community
André Moura; Amândio Graça; Ann MacPhail; Paula Batista
European Journal of Teacher Education, v47 n2 p330-347 2024
Enacting Assessment for Learning (AfL) is challenging for teachers and even more for Preservice Teachers (PSTs). The support for those attempting to enact it has been considered insufficient and/or inadequate. This study aims to examine how positioning preservice teachers as practitioner researchers while belonging to a learning community can facilitate PSTs' enactment of AfL during their school placement. It draws on the triangulation of different qualitative data sources, e.g. focus group, researcher's field notes, testimonial survey, and school placement report, inquiring the practice of eight PSTs and the interaction within a learning community supported by a researcher, university supervisor and cooperating teachers. Despite belonging to the same learning community, PSTs struggle differently in embedding assessment in the learning experiences, including students, and facilitating students' understanding of feedback and the teaching-learning process. Teacher education programmes are prompted to consider how best to support PSTs enacting AfL practices.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Portugal
Grant or Contract Numbers: N/A