Assessment of Workplace-Based Learning: Key Findings from an ECE Professional Master Programme in Portugal

Autor/inn/en	Araújo, Sara Barros; Antunes, Ana Pereira
Titel	Assessment of Workplace-Based Learning: Key Findings from an ECE Professional Master Programme in Portugal
Quelle	In: International Journal of Early Years Education, 29 (2021) 3, S.268-281 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Araújo, Sara Barros) ORCID (Antunes, Ana Pereira)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2021.1952854
Schlagwörter	Foreign Countries; Workplace Learning; Masters Programs; Early Childhood Education; Graduate Students; Early Childhood Teachers; Teacher Education; Student Teaching; Teacher Competencies; Portugal + Suchen Sie Ihr Suchwort? Ausland; Magister course; Magisterstudiengang; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Teaching practice; Unterrichtspraxis; Lehrkunst
Abstract	Workplace-based experiences are considered centrally relevant in the professional preparation of prospective teachers. In spite of this, few studies have focused on the assessment of workplace-based learning (WBL) in early childhood education (ECE). This study aims to examine pathways of professional learning of students attending an ECE professional Master programme in Portugal, based on an authentic and participatory approach to assessment. A cohort of 62 students participated in this exploratory study. Data were collected through an assessment grid organised in four domains (observation, planning, action and reflection) and 25 dimensions, in two moments: interim regulatory assessment and final assessment. Key findings point to statistically significant differences between the two moments, showing the progress of students at the level of competences in all domains and dimensions. Results allow to identify tendencies on students' learning pathways in core domains of professionalism and represent an input for understanding the effectiveness of the ECE professional Master programme. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01