Bridging the Distance in Teacher Education: Teachers’ Perspectives on Process-Based Assessment
2013 (English)In: Transformative Dialogues, ISSN 1918-0853, Vol. 6, no 3Article in journal (Refereed) Published
This paper reports on a research project in which a group of teachers in a pre-school teacher education programme based at a 'satellite' study centre in a distant rural area used digital personal development planning (PDP) as a means to bridge the distance. A qualitative approach was taken that aimed to develop a greater understanding of the teacher-student relationship through research questions addressing the student role, the learning process and the assessment process. A didactical design for process-based assessment was developed and structured into three phases involving questions of the students' previous knowledge, reflections and learning. Data were collected through in-depth interviews and a student questionnaire. The material was analysed using inductive thematic analysis. The underpinning principles of power and control were helpful for understanding the social relations in the teacher-student relationship within this online context. The results indicate a conflict between the student-centred curriculum and traditional beliefs in the teacher-student relationship.
Place, publisher, year, edition, pages
Kwantlen Polytechnic University , 2013. Vol. 6, no 3
teacher education, ICT, process-based assessment, professional development planning
Research subject educational work
IdentifiersURN: urn:nbn:se:umu:diva-54033OAI: oai:DiVA.org:umu-54033DiVA: diva2:515157