RESEARCHING SELF-ASSESSMENT OF STUDENT TEACHERS’ PEDAGOGICAL ACTIVITY IN THEORY AND PRACTICE

Evija Latkovska, Lūcija Rutka

Abstract


In professional growth of teachers, self-assessment of the pedagogical activity is a precondition for their effective practice therefore student teachers are encouraged to carry out self-assessment of the pedagogical activity already at the beginning of their studies. In order to make self-assessment of student teachers’ pedagogical activity more productive, it is important to find out a theoretical concept of self-assessment of student teachers’ pedagogical activity and to understand what impacts self-assessment of their pedagogical activity in practice. In the due course of the analysis of the scientific literature definition and functions of self-assessment of student teachers’ pedagogical activity, definition, functions, criteria and indicators of the self-assessment skill of student teachers’ pedagogical activity are formulated and as a result of the empirical research preconditions for successful self-assessment of student teachers’ pedagogical activity are revealed.

Keywords


Pedagogical activity; self-assessment; self-assessment of pedagogical activity; student teachers

Full Text:

PDF

References


Altrichter, H., Feldman, A., Posch, P., Somekh, B. (2008). Teachers Investigate their Work. An Introduction to action research across the professions. London and New York: Routledge Taylor&Francis Group.

(2003). A National Framework for Professional Standards for Teaching http://www.curriculum.edu.au/verve/_resources/national_framework_file.pdf (20.01.2014)

Andersone, R., Rutka, L. (2012). Development of Competences for Professional Activities: the Latvian Case. In Nowosad, I. and Kobylecka, E. (Eds.)Teachers Training in the European Space of Higher Education. Poland: Wydawnictwo Adam Marszalek, No. 1(3), pp.228-245.

Andrade, H., Du, Y. (2007). Student responses to criteria-referenced self-assessment. Assessment and Evaluation in Higher Education. Vol. 32, No. 2, pp. 159-181.

Ball, D. L. (2000). Bridging Practices – Intertwining Content and pedagogy in Teaching and leraning to Teach. Journal of Teacher Education. Vol.51, No.3, May/June, pp.241-247.

Beck, C., Kosnik, C. (2006). Innovations in Teacher Education. A Social Constructivist Approach. The USA: State University of New York Press.

Berry, A.,Loughran, J. (2000). Developing an Understanding of learning to Teach in Teacher Education. In Berry, A. and Loughran, J. (Eds.) Exploring Myths and Legends of Teacher Education. Proceedings of the third international conference on self-research of teacher education practices. Pp. 25-29.

Bluma, D. (2012). Professionalism of Teacher Educators. In Nowosad, I. and Kobylecka, E. (Eds.) Teachers Training in the European Space of Higher Education. Poland: Wydawnictwo Adam Marszalek, No. 1(3), pp.110-129.

Borko, H., Liston, D., Whitcomb, J.A. (2007). Genres of Empirical Research in Teacher Education. Journal of Teacher Education, Vol.58, No.1, pp.3-11.

Boud, D. (2003). Enhancing Learning through Self-Assessment. London and New York: RoutledgeFalmer Taylor&Francis Group.

Boud, D., Falchikov, N. (1989). Quanitative Studies of Student Self-assessment in Higher Education: A Critical Analysis of Findings. Higher Education, Vol. 18, No. 5, pp. 529-549.

Bowen, T., Marks, J. (1994). Inside Teaching. Oxford: Heinemann.

Cartney, P. (2010). Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and fedback used. Assessment and Evaluation in Higher Education. Vol.35, No.5, pp.551-564.

Cohen. L., Manion. L.,Morrison, K. (2007). Research Methods in Education. London and New York: Routledge Taylor&Francis Group.

Coolahan, J. (2002). Teacher Education and the Teaching Career in an Era of Lifelong Learning. Paris: Organisation for Economic Co-operation and Development (OECD)

Crandall, J. (2000). Language Teacher Education. Annual Review of Applied Linguistics. USA: Cambridge University Press, pp. 34-55.

Creswell, J. W. (2009). Research design: Qualitative, Quantitative and Mixed Methods Approaches. USA: Sage Publications, Inc.

Darling-Hammond, L.,Sykes, G. (1999). Teaching as the Learning Profession: Handbook of policy and practice. San Francisco CA: Jossey Bass Publishers.

Dochy, F., Segers, M., Sluijsmans, D. (1999). The Use of Self-, Peer and Co-assessment in Higher Education: a review. Studies in Higher Education. Vol.24, No.3, pp.331-350.

Drew, S. (2001). Perceptions of what helps learn and develop in education. Teaching in Higher Education. Vol.6, No.3, pp.309-331.

Duval, T. S., Wicklund, R. A. (1972). A theory of objective self-awareness. New York: Academic Press.

Falchikov, N., Goldfinch, J. (2000). Student Peer assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks. Review of Educational Research. Vol.70, No.3, pp.287-322.

Geske, A., Grīnfelds, A. (2001). Izglītības pētījumu metodoloģija un metodes. R.: RaKa.

Green, K. (2006). No Novice Teacher Left Behind: Guiding Novice Teachers to Improve Decision-Making Through Structured Questioning. Penn GSP Perspectives on Urban Education, Volume 4, Issue 1, pp 1-9 http://www.urbanedjournal.org (22.11.2013).

Hahele, R. (2006). Pašnovērtējums mācību procesā. Rīga: RaKa.

Huber, G.L., Gürtler, L. (2013). AQUAD 7. Manual: The Analysis of Qualitative Data. Germany: Softwarevertrieb Günter Huber.

(2007). Improving the Quality of Teacher Education. Communication from the Commission to the Council and the European Parliament. Brussels: Commission of the European Communities.

Jokinen, H., Saranen, E. (1998). Development of Student Teachers’ Self-Assessment. In Jokinen, H. and Rushton, J. (Eds.) Changing Contexts of School Development – The Challenges to Evaluation and Assessment. http://ktl.jyu.fi/arkisto/verkkojulkaisuja/electronic/001/jokinen.htm (27.11.2013).

Klenowski, V. (1995). Student Self-Evaluation Processes in Student-centred Teaching and Learning Contexts of Australia and England. Assessment in Education: Principles, Policy&Practice. Vol. 2, No. 2, pp. 145-163.

Knowles, M. S. (1975). Self – directed Learning. A guide for Learners and Teachers. New York: Association Press.

Koķe, T. (2002). Mūžizglītības pedagoģiskie pamati. Skolotājs. Nr.2, 4.-8.lpp.

Koshy, V. (2005). Action Research for Improving Practice. Great Britain: SAGE Publications.

Kroplijs, A., Raščevska, M. (2010). Kvalitatīvās pētniecības metodes sociālajās zinātnēs. 2. izdevums. Rīga: RaKa.

Lasmanis, A. (2002). Datu ieguves, apstrādes un analīzes metodes pedagoģijas un psiholoģijas pētījumos. R.: SIA Izglītības soļi.

Lee, H-J. (2005). Understanding and Assessing Pre-service Teachers’ Reflective Thinking. Teaching and Teacher Education, 21, pp. 699–715.

Lieģeniece, D. (2002). Ievads andragoģijā. R.: RaKa.

Loughran, J. (2006). Developing Pedgogy of Teacher Education: Understanding teaching and learning about teaching. The USA and Canada: Routledge Taylor&Francis Group.

McAlpine, M. (2002). Principles of Assessment. CAA Centre, University of Luton.

Moore, A. (2004). The Good Teacher. Dominant Discourses in Teaching and Teacher Education. London and NewYork: RoutledgeFalmer Taylor&Francis Group.

Mundhenk, L. G. (2004). Toward an Understanding of What it Means to be Student Centered: A New Teacher's Journey. Journal of Management Education 28, pp 447-462.

Povinelli, D. J., & Prince, C. G. (1998). When self met other. In M. Ferrari & R. J. Sternberg (Eds.), Self-awareness: Its nature and development New York: Guilford; pp. 37-107.

Rogers, C. (1969). Freedom to Learn. New Yourk: Merill.

Sedikides, C., Strube, M. J. (1997). Self-evaluation: To thine own self be good, to thine own self be sure, to thine own self be true, and to thine own self be better. Advances in Experimental Social Psychology. Vol. 29, pp. 206-269.

Silvia, P. J.,Phillips, A. G. (2004). Self-Awareness, Self-Evaluation, and Creativity. Personality and Social psychology Bulletin, Vol.30, No.8, pp. 1009-1017.

Sluijsmans, D., Dochy F., Moerkerke G. (1999). Creating a Learning Environment by Using Self-, Peer- and Co-assessment. Learning Environment Research, pp. 293-319. Kluwer Academic Publishers.

Sparks-Langer, G., Colton, A. (1991). Synthesis of research on teaching reflective thinking. Educational Leadership, 48(6), pp. 37-44.

Struyven, K., Dochy, F., Janssens, S. (2005). Students’ perceptions about evaluation and assessment in higher education: a review. Assessment and Evaluation in Higher Education. Vol. 30, No. 4, pp. 331-347.

Špona, A. (2006). Audzināšanas process teorijā un praksē. Rīga: RaKa.

Taras, M. (2002). Using Assessment for Learning and leraning from Assessment. Assessment and Evaluation in Higher Education. Vol.27, No.6, pp.501-510.

VISC (2009). Skolēnu mācību sasniegumu vērtēšana vidusskolā. Metodiskais materiāls. Rīga: Valsts izglītības satura centrs.

Vygotsky, L. (1978). Interaction between learning and development. Readings on the Development of Children. Gauvain, M. And Cole, M. (Eds.) (1997); pp.29-36.

Žogla, I. (2001). Didaktiskie modeļi augstskolā. Skolotājs. Nr.6, 19.-26.lpp.




DOI: http://dx.doi.org/10.17770/sie2014vol1.752

Refbacks

  • There are currently no refbacks.