Feedback and Assessment in the New Kindergarten Teacher Education in Norway

Autor/in	Haukenes, Marie Brandvoll
Titel	Feedback and Assessment in the New Kindergarten Teacher Education in Norway
Quelle	In: Universal Journal of Educational Research, 5 (2017) 7, S.1201-1214 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Feedback (Response); Kindergarten; Foreign Countries; Content Analysis; Formative Evaluation; Summative Evaluation; Evaluation Methods; Focus Groups; Interviews; Qualitative Research; Cooperation; Theories; Cultural Context; History; Time Perspective; Preservice Teacher Education; Teacher Educators; Preservice Teachers; Preschool Teachers; Norway + Suchen Sie Ihr Suchwort? Ausland; Inhaltsanalyse; Interviewing; Interviewtechnik; Qualitative Forschung; Co-operation; Kooperation; Theory; Theorie; Geschichte; Geschichtsdarstellung; Zeitbezug; Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Norwegen
Abstract	This paper investigates the feedback and assessment routines that are being established in the subject of pedagogy in the new model of Kindergarten Teacher Education (Barnehagelaererutdanning--BLU) in Norway. This scope is chosen due to the particular role of the subject of pedagogy in strengthening the understanding of the practice field, and in ensuring a coherent, professionally oriented perspective. The data comprise group interviews with three pedagogy teachers, two pedagogues from in-service kindergartens and one interview with one student. The gathered data were analysed according to guidelines for qualitative content analysis, and interpreted in the light of Cultural-Historical Activity Theory (CHAT). Results show that pedagogues both at BLU and in-service kindergartens experience many challenges connected to formative assessment and feedback practice: (a) a tacit, private and low-priority assessment culture; (b) current practice characterized by summative assessment methods; and (c) minimal collaboration between involved participants. In conclusion, the paper suggests the following improvements in the area of feedback and assessment in the new BLU: (a) establishing a closer and more reciprocal collaboration between all participants; (b) encouraging a shared understanding of central goals and methods in formative assessment; and (c) increasing the status of assessment work and ensuring time resources to involved teachers. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01