If I Experience Formative Assessment Whilst Studying at University, Will I Put It into Practice Later as a Teacher? Formative and Shared Assessment in Initial Teacher Education (ITE)

Autor/inn/en	Hamodi, Carolina; López-Pastor, Víctor Manuel; López-Pastor, Ana Teresa
Titel	If I Experience Formative Assessment Whilst Studying at University, Will I Put It into Practice Later as a Teacher? Formative and Shared Assessment in Initial Teacher Education (ITE)
Quelle	In: European Journal of Teacher Education, 40 (2017) 2, S.171-190 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2017.1281909
Schlagwörter	Formative Evaluation; Preservice Teacher Education; Preservice Teachers; Teaching Experience; Prior Learning; Intention; Questionnaires; Focus Groups; Student Teacher Attitudes; Statistical Analysis; Performance Factors; Curriculum Implementation; Educational Practices; Case Studies; Foreign Countries; Qualitative Research; Surveys; Spain + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Vorkenntnisse; Fragebogen; Statistische Analyse; Leistungsindikator; Bildungspraxis; Case study; Fallstudie; Case Study; Ausland; Qualitative Forschung; Survey; Umfrage; Befragung; Spanien
Abstract	The aim of this article is to analyse whether having experience of formative assessment during their initial teacher education courses (ITE) influences graduates' subsequent practice as teachers. That is, if the assessment methods that university students are subject to during their learning process are then actually employed by them during their professional practice as schoolteachers. To address this issue, questionnaires were issued and focus groups were held with a sample of ITE graduates. The main results of the study are that: (1) formative and shared assessment (FSA) is not used a great deal during ITE, but is highly valued; (2) some graduates have implemented FSA in their practice as teachers, following their experience on their ITE course; and (3) significant variables are found regarding the implementation of FSA in schools (possible resistance from colleagues and/or pupils' parents, etc.). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01