scholarly journals Portfolio assessment in the frame of multi-layered peer coaching: An alternative portfolio for pre-service teachers

2021 ◽  
Vol 6 (2) ◽  
pp. 270
Author(s):  
Siti Tarwiyah ◽  
Nuna Mustikawati Dewi ◽  
Fatah Syukur
Keyword(s):  
Student Teachers ◽  
Alternative Assessment ◽  
Peer Coaching ◽  
Portfolio Assessment ◽  
Teacher Educator ◽  
Data Sources ◽  
Teaching Skills ◽  
Interactive Model

Literature has shown that portfolio assessment is meaningful for supporting student-teachers� language and teaching skills. However, integrating portfolio assessment and Multi-layered Peer Coaching (MPC) is still scarcely done. To fill in this empirical void, this study elaborates the implementation of portfolio assessment in Micro Teaching class integrated with MPC. This is a case study with 22 pre-service teachers and one teacher educator as data sources. The data were collected through observation and documentation, and analyzed by using interactive model of analysis. It reveals that the artifacts of portfolio are dominated by collaboration-based products, comprising 13 artefacts. This portfolio may be developed to accommodate alternative assessment in Micro Teaching Class.

scholarly journals Discurso e relações de poder na (re)construção da identidade profissional de professores de língua em uma comunidade de prática no ambiente digital

2016 ◽  
Vol 15 (1) ◽  
Author(s):  
Selma Maria Abdalla Dias Barbosa ◽  
Patrícia Fabiana Bedran
Keyword(s):  
Identity Formation ◽  
Student Teachers ◽  
Community Of Practice ◽  
Methodological Approach ◽  
Teacher Educator ◽  
Language Teachers ◽  
Teacher Formation ◽  
Construction Of Identity ◽  
Complex Process

Resumo Este artigo tem como principal objetivo abordar questões referentes a discurso e relações de poder na (re)construção da identidade profissional de professores de língua em uma Comunidade de Prática em um ambiente virtual, tendo em vista a transitoriedade, a complexidade e a dinamicidade do objeto investigado. Trata-se de uma pesquisa qualitativa de cunho etnográfico que apresentou como procedimento metodológico um estudo de caso envolvendo dois professores em formação e uma professora formadora. Os resultados evidenciam posicionamentos de poder nas interações dos participantes, o que justifica a necessidade de abordagem temática desse complexo processo de (re)construção identitária nos cursos de graduação, de forma a contribuir de maneira mais significativa com a formação reflexiva e identitária dos futuros profissionais do curso de Letras. Palavras-chave: Discurso. Poder. Comunidade de Prática. Formação de professor. Tecnologia.   Abstract This article aims to address issues of discourse and power relations in the (re) construction of the professional identity of language teachers in a community of practice in a virtual environment, considering the transience, complexity and dynamics of the investigated object. This is a qualitative ethnographic research study, which presents the methodological approach of a case study involving two student teachers and a teacher educator. The results show power positions in the interactions of the participants, which justifies the need for a thematic approach to this complex process of (re) construction of identity in undergraduate courses in order to more significantly contribute to the reflective and identity formation of future professionals in Modern Languages and Literature Courses. Keywords: Discourse. Power. Community of Practice. Teacher formation. Technology.

scholarly journals Argumentation in science lessons: Focusing on the teacher’s role

2012 ◽  
Vol 1 (1) ◽  
pp. 17-30 ◽  
Author(s):  
Sonja M. Mork
Keyword(s):  
Student Teachers ◽  
Role Play ◽  
Controversial Issue ◽  
Data Sources ◽  
Teacher Role ◽  
Teacher Interventions ◽  
Teacher’S Role ◽  
Teacher's Role

This paper reports data from a case study of role-play debates on the controversial issue of wolves in Norway. The participants are 23 students at the age of 14-15 and their teacher. Transcripts from therole-play debates are the data sources. The focus of the paper is the teacher role regarding managementand teacher interventions in activities involving argumentation. A typology of teacher interventions and reasons for these is developed, that might serve as a useful tool for student teachers andteachers not experienced in managing debates and discussions.

scholarly journals TEACHERS’ UNDERSTANDING TOWARDS PORTFOLIO ASSESSMENT: A CASE STUDY AMONG MALAYSIAN PRIMARY SCHOOL TEACHERS

2019 ◽  
Vol 77 (6) ◽  
pp. 695-704 ◽  
Author(s):  
Kalai Selvan Arumugham
Keyword(s):  
Primary School ◽  
Alternative Assessment ◽  
Assessment Tool ◽  
Portfolio Assessment ◽  
Assessment Method ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teaching Learning ◽  
Mathematics And Science

Alternative assessment plays an important role in gathering information about students’ learning. Introduction of new curriculum in Malaysian primary school education namely Standard Curriculum of Primary School has highlighted portfolio as an assessment tool. Therefore, research has been conducted to examine teachers’ understanding towards this new alternative assessment method. The qualitative data used in this research were gathered from three interview sessions and classroom observations. Five primary school teachers were selected as participants of this research. They are teaching core subject such as English, Mathematics and Science. Thematic analysis was conducted to examine the themes emerged to represent their understandings towards portfolio. Teachers’ understandings towards portfolio were grouped into three major themes: As students’ work collections, as feedback and improvement tools and as teaching, learning and grading tools. They used portfolio in classroom as they understood. Different understandings were revealed as these teachers are also teaching different subjects. This may be the reason why these teachers were having different understandings towards portfolio assessments. This research is significant to teachers, stakeholders, school administration and even society about portfolio assessment.

scholarly journals Roles, relationships and emotions: Student teachers’ understanding of feedback as interpersonal

2021 ◽  
pp. 003452372198937
Author(s):  
Caroline Elbra-Ramsay
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Small Scale ◽  
First Year ◽  
Case Study Methodology ◽  
Study Methodology ◽  
Undergraduate Programme ◽  
Phenomenological Case Study ◽  
International Teacher

This paper reports the findings of a small-scale study seeking to investigate how student teachers, within a three-year undergraduate programme, understand feedback. Feedback has been central to debates and discussion in the assessment literature in recent years. Hence, in this paper, feedback is positioned within the often-contradictory discourses of assessment, including perspectives on student and teacher feedback. The study focused on two first year undergraduate student teachers at a small university in England and considered the relationships between their understanding of feedback as a student, their understanding of feedback as an emerging teacher, and the key influences shaping these understandings. A phenomenological case study methodology was employed with interviews as the prime method of data collection. Themes emerged as part of an Nvivo analysis, including emotional responses, relationships and dialogue, all of which appear to have impacted on the students’ conceptual understanding of feedback as indelibly shaped by its interpersonal and affective, rather than purely cognitive or ideational, dimensions. The paper therefore seeks to contribute to the wider feedback discourse by offering an analysis of empirical data. Although situated within English teacher education, there are tentative conclusions that are applicable to international teacher education and as well as higher education more generally.

scholarly journals Which Technologies Do Pre-Service Teachers Prefer to Use While Presenting Their Teaching Skills and for What Purposes Do They Use These Technologies?

2017 ◽  
Vol 7 (3) ◽  
pp. 103
Author(s):  
Fatma Sasmaz Oren
Keyword(s):  
Science Teachers ◽  
Research Data ◽  
Service Science ◽  
Teaching Skills ◽  
Structured Interviews ◽  
Science Courses ◽  
Use Of Technology ◽  
The Subject

This research aims to determine the technologies that pre-service science teachers prefer to use in micro teaching presentations performed for improving their teaching skills and to determine the purposes of using these technologies. For this purpose, the case study model was used in the research. The research was made with some 48 pre-service science teachers. In the research, data was collected from the presentation files the pre-service science teachers had prepared with respect to the microteaching applications, from the instructor’s observation notes on their presentations, from the view form and from the semi-structured interviews. According to the findings obtained from the research, the pre-service science teachers used computers, projection apparatuses, overhead projectors, videos, animations, simulations and microscopes the most in the microteaching applications. The pre-service science teacher’s expressed that they used technology primarily for reasons such as enhancing the comprehensibility of the subject, concretizing abstract subjects, ensuring visuality and saving time. Considering these results, some recommendations were made regarding the use of technology in science courses.

7. Combining Information fromMultiple Data Sources: An Introduction to Cross-Design Synthesis with a Case Study

2017 ◽  
pp. 203-226 ◽  
Author(s):  
Joel B. Greenhouse ◽  
Heather D. Anderson ◽  
Jeffrey A. Bridge ◽  
Anne M. Libby ◽  
Robert Valuck ◽  
...  
Keyword(s):  
Data Sources ◽  
Design Synthesis ◽  
Combining Information
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