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There is never one style of assessment that fits everything, you have to use a range of different assessments because that will give you a full picture: An exploration of PGCE lecturers' perceptions of assessing 21st century skills in UK teacher education

Başlık çevirisi mevcut değil.

  1. Tez No: 520384
  2. Yazar: AYŞEGÜL BOZDAĞ
  3. Danışmanlar: Dr. REBECCA WESTRUP
  4. Tez Türü: Yüksek Lisans
  5. Konular: Eğitim ve Öğretim, Education and Training
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 2017
  8. Dil: İngilizce
  9. Üniversite: University of East Anglia
  10. Enstitü: Yurtdışı Enstitü
  11. Ana Bilim Dalı: Belirtilmemiş.
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: 124

Özet

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Özet (Çeviri)

The aim of the study is to investigate the assessment of teacher trainees' 21stcentury skills from the perspective of academics. Specifically, this inquiry focuses on identifying which skills are important and how they can be assessed in the teacher training process and the perspectives of trainee teachers' educators towards the assessment of these skills. Following a qualitative approach for both the processes of collecting and analysing data, this research offers important findings concerning skills assessment, illustrating that flexibility, adaptability, resilience, communication, collaboration, critical thinking, problem-solving, creativity and ICT skills are all significant for teacher trainees. The assessment of these skills is generally realised through observation of trainee teachers on placements and in training courses towards the standardised assessment criteria. Although the advantage of assessing these skills is to provide effective teaching and learning through continuous formative feedback, the major limitations are the perceived limited time for training, individual differences, effects of different teaching placements and the suitability of the assessment methods. The main finding is that assessing trainee teachers' 21stcentury competencies with one specific timed assessment method is difficult. Therefore, teacher trainees' abovementioned skills should be longitudinally assessed in a range of ways according to their teaching practices. This research is helpful for trainee teachers and their educators to make progress in the implementation of 21stcentury skills into their educational contexts and provides valuable insights into understanding and assessment of 21stcentury skills in teacher education.

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