Pre-service teachers as learners of formative assessment in teaching practice (Record no. 174656)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 01714nam a22001937a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20241009160600.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 241009b |||||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | LDD |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Atjonen, Palvi |
| 245 ## - TITLE STATEMENT | |
| Title | Pre-service teachers as learners of formative assessment in teaching practice |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | United Kingdom:Taylor & Francis,2024 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Other physical details | 267-284p. |
| 490 ## - Journal | |
| Journal | European journal of teacher education |
| Volume/sequential designation | 47v,2 |
| 500 ## - GENERAL NOTE | |
| General note | This research focussed on the use of formative assessment in Finnish initial teacher education. Pre-service teachers’ perceptions of using formative assessment to promote learning were explored. A convenience sample (N = 60) was taken from two preservice teacher cohorts in which two methods of formative assessment were used during a period of teaching practice. A total of 102 learning reports prepared by the participants were analysed using a three-dimensional framework. The pre-service teachers were found to approach formative assessment from a teacher’s viewpoint; however, it was also used to enhance learning discussions and ensure learners’ active involvement. The objectives and peers’ viewpoints tended to be silenced. Our findings suggest that it is beneficial to provide pre-service teachers with opportunities to practice formative assessment under the guidance of mentors to demonstrate its advantages for students’ learning processes. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Formative assessment/assessment strategies/teacher education |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Kontkanen, Sini/ Ruotsalainen, Palvi and Pontinen, Susanna |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Link text | click here to online access |
| Uniform Resource Identifier | <a href="https://www.tandfonline.com/doi/full/10.1080/02619768.2024.2338840#abstract">https://www.tandfonline.com/doi/full/10.1080/02619768.2024.2338840#abstract</a> |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Article |
| Suppress in OPAC | No |
| Date last seen | Total checkouts | Price effective from | Koha item type | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Withdrawn status | Home library | Current library | Date acquired |
|---|---|---|---|---|---|---|---|---|---|---|---|
| 10/09/2024 | 10/09/2024 | Article | Dewey Decimal Classification | Library and Documentation Division NCERT | Library and Documentation Division NCERT | 10/09/2024 |
