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Learning to see new things: using criteria to support pre-service teachers’ discernment in the context of teachers’ relational work
Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. (LISMA)ORCID iD: 0000-0002-3251-6082
Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.
Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.
2018 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Assessment is a two tier process, where the first stage involves the discernment of distinguishing properties (i.e. criteria) in the performance to be assessed. The second stage involves making a judgment about the quality of the performance, based on the identified criteria. In the context of student self-assessment, this means that students first have to be able to discern the criteria, as they are operationalized in their performance, in order to make a valid judgment of quality. In this paper, we present and discuss findings from a study investigating how the access to explicit criteria affected preservice teachers’ discernment of significant dimensions of quality in teachers’ relational work (i.e. the capacity to create and maintain supportive relationships between teacher and students). Digital video was used as a tool for preservice teachers to analyze classroom interaction focusing on teachers’ relational competency. Data used was preservice teachers’ written analyzes of classroom interactions, simulated through digital video before and after the access to explicit criteria. Findings suggest that the access to explicit criteria positively affected preservice teachers’ capacity to discern significant dimensions of quality in teacher performance, which is evidenced by the quality and focus of their analyzes.

Place, publisher, year, edition, pages
2018.
Keywords [en]
assessment, criteria, pre-service teachers, relational competency, transparency
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hkr:diva-18486OAI: oai:DiVA.org:hkr-18486DiVA, id: diva2:1238540
Conference
9th Bi­en­nial Conference of EARLI SIG1 at the Uni­versity of Helsinki
Available from: 2018-08-14 Created: 2018-08-14 Last updated: 2018-10-22Bibliographically approved

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Jönsson, AndersHolmstedt, PernillaAspelin, Jonas
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Research environment Learning in Science and Mathematics (LISMA)Avdelningen för matematik- och naturvetenskapernas didaktikAvdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogikForskningsmiljön Forskning Relationell Pedagogik (FoRP)
Pedagogy

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf