Learning of Assessment in Teacher Education: The Role of Epistemic Beliefs

Autor/inn/en	Yough, Mike; Tan, Dongyao; Fedesco, Heather N.; Cho, Hyun Jin
Titel	Learning of Assessment in Teacher Education: The Role of Epistemic Beliefs
Quelle	In: Educational and Developmental Psychologist, 40 (2023) 2, S.151-160 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yough, Mike)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2059-0776
DOI	10.1080/20590776.2022.2121160
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Student Attitudes; Beliefs; Epistemology; Assessment Literacy; Undergraduate Students; Educational Psychology; Developmental Psychology; Theory Practice Relationship; Attitude Measures + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Belief; Glaube; Erkenntnistheorie; Erziehungspsychologie; Pädagogische Psychologie; Entwicklungspsychologie; Theorie-Praxis-Beziehung
Abstract	Objective: Being skilled in the development and use of assessments is crucial if teachers are to know whether their students are meeting learning objectives. Unfortunately, many preservice teachers hold beliefs at odds with views that are adaptive for the promotion of learning. The purpose of this mixed-methods study was to explore the relationships between epistemic beliefs and preservice teachers' understanding of foundational concepts of assessment. Method: Participants were 282 undergraduate students enrolled in an educational psychology course. Multiple regression was used to examine these relationships followed by a deductive analysis of field journal entries. Results: Results revealed a relationship between epistemic beliefs and understanding of assessment. Those with beliefs in knowledge as more fluid and evolving made more connections between the course and their field experience and demonstrated greater understanding of foundational concepts. Conclusions: Our findings suggest that teacher education programs should be structured in ways to promote these beliefs. Such beliefs may result in more effective teaching and assessment practices more congruent with the promotion of meaningful learning amongst the next generation of students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01