TY - JOUR
T1 - Enhancing the enactment of assessment for learning principles during school placement
T2 - preservice teachers as practitioner researchers within a learning community
AU - Moura, André
AU - Graça, Amândio
AU - MacPhail, Ann
AU - Batista, Paula
N1 - Publisher Copyright:
© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2024
Y1 - 2024
N2 - Enacting Assessment for Learning (AfL) is challenging for teachers and even more for Preservice Teachers (PSTs). The support for those attempting to enact it has been considered insufficient and/or inadequate. This study aims to examine how positioning preservice teachers as practitioner researchers while belonging to a learning community can facilitate PSTs’ enactment of AfL during their school placement. It draws on the triangulation of different qualitative data sources, e.g. focus group, researcher’s field notes, testimonial survey, and school placement report, inquiring the practice of eight PSTs and the interaction within a learning community supported by a researcher, university supervisor and cooperating teachers. Despite belonging to the same learning community, PSTs struggle differently in embedding assessment in the learning experiences, including students, and facilitating students’ understanding of feedback and the teaching-learning process. Teacher education programmes are prompted to consider how best to support PSTs enacting AfL practices.
AB - Enacting Assessment for Learning (AfL) is challenging for teachers and even more for Preservice Teachers (PSTs). The support for those attempting to enact it has been considered insufficient and/or inadequate. This study aims to examine how positioning preservice teachers as practitioner researchers while belonging to a learning community can facilitate PSTs’ enactment of AfL during their school placement. It draws on the triangulation of different qualitative data sources, e.g. focus group, researcher’s field notes, testimonial survey, and school placement report, inquiring the practice of eight PSTs and the interaction within a learning community supported by a researcher, university supervisor and cooperating teachers. Despite belonging to the same learning community, PSTs struggle differently in embedding assessment in the learning experiences, including students, and facilitating students’ understanding of feedback and the teaching-learning process. Teacher education programmes are prompted to consider how best to support PSTs enacting AfL practices.
KW - assessment for learning
KW - learning community
KW - Practitioner research
KW - preservice teachers
KW - school placement
UR - http://www.scopus.com/inward/record.url?scp=85190520324&partnerID=8YFLogxK
U2 - 10.1080/02619768.2024.2340684
DO - 10.1080/02619768.2024.2340684
M3 - Article
AN - SCOPUS:85190520324
SN - 0261-9768
VL - 47
SP - 330
EP - 347
JO - European Journal of Teacher Education
JF - European Journal of Teacher Education
IS - 2
ER -