Relocating Assessment in Pre-service Teacher Education: An Emerging Model from Activity Theory Lens


Güngör M. A., Güngör M. N.

EUROPEAN JOURNAL OF TEACHER EDUCATION, cilt.47, sa.2, ss.1-21, 2024 (SSCI)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 47 Sayı: 2
  • Basım Tarihi: 2024
  • Doi Numarası: 10.1080/02619768.2024.2339522
  • Dergi Adı: EUROPEAN JOURNAL OF TEACHER EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, IBZ Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center)
  • Sayfa Sayıları: ss.1-21
  • Gazi Üniversitesi Adresli: Evet

Özet

This empirical study aims to understand the assessment pedagogies used to support pre-service teachers’ assessment development in the post-pandemic. The study involved sixty 4th year English language pre-service teachers, and data were collected from interviews, practicum observation notes, field visit notes, and reflection papers. The study aimed to identify research-based pedagogical constructs that effectively contributed to pre-service teachers’ learning and practice of assessment in the practicum. Using an activity theory lens, the study developed a model that could be used in pre-service teacher assessment education across different contexts. The paper concludes by suggesting research and practice-oriented implementations for pre-service teacher education based on the identified pedagogical constructs. Also, it has important implications for developing effective assessment education for pre-service teachers, which can contribute to better student learning outcomes in the future.