Changes in the Use of and Reflections on Formative Assessment: From Student Teacher to Beginning Mathematics Teacher -- A Case Study

Autor/inn/en	Andersson, Catarina; Erixon, Eva-Lena
Titel	Changes in the Use of and Reflections on Formative Assessment: From Student Teacher to Beginning Mathematics Teacher -- A Case Study
Quelle	In: Assessment Matters, 15 (2021), S.4-30 (27 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Andersson, Catarina) ORCID (Erixon, Eva-Lena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1176-7839
Schlagwörter	Preservice Teacher Education; Mathematics Teachers; Formative Evaluation; Teacher Competencies; Student Evaluation; Teaching Methods; Interaction; Student Participation; Student Teachers; Beginning Teachers + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrkunst; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Junior teacher; Junglehrer
Abstract	In this case study, we follow the career of one student teacher (Ellen) from her pre-service training to her first year as a mathematics teacher. As part of a research project about what it means to become a mathematics teacher, the aim of the study was to gain insight into the development of formative assessment competence. To accomplish this, we used data from videorecorded lessons and audio-recorded conversations to depict changes in classroom practice and reflections on that practice during the study. Our findings show that Ellen made incremental changes in her classroom practice and that these had an impact on classroom interaction, formative assessment processes, and student involvement in those processes. Corresponding changes were identified in Ellen's reflections, which also indicated that she increased her insight into formative assessment. We discuss our findings in relation both to what it means to become a mathematics teacher and to the development of formative assessment competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01