Exploring Undergraduate Thesis Manuscript Assessment Feedback

Autor/inn/en	Olande, Oduor; Lindström, Torsten
Titel	Exploring Undergraduate Thesis Manuscript Assessment Feedback
Quelle	In: Curriculum Journal, 34 (2023) 3, S.437-456 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Olande, Oduor) ORCID (Lindström, Torsten)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1002/curj.188
Schlagwörter	Undergraduate Students; Theses; Feedback (Response); Evaluation; Publications; Mathematics Education; Examiners; Intervention; Pedagogical Content Knowledge; Knowledge Level; Preservice Teachers; Teacher Researchers; Evaluation Methods + Suchen Sie Ihr Suchwort? These; Evaluierung; Mathematische Bildung; Examiner; Prüfer; Pädagogische Kompetenz; Wissensbasis; Lehrerforschung
Abstract	The present case study explores the assessment practice of two examiners from different academic backgrounds on an undergraduate thesis work in mathematics education. Reflection notes and feedback from two instances of a thesis-writing process are interrogated using a framework based on a semiotics perspective to meaning-making. It is shown that the examiners utilize aspects that are 'immediate and non-contested' to successively make accessible that which is 'withdrawn yet to be revealed.' In this process, varied interventional approaches are observed to support desirable aspects of teacher professional knowledge including critical-analytical disposition. The study also highlights knowledge integration for teaching, scientific disposition, collaboration, and knowledge transformation as some of the desirable aspects of teacher professional knowledge. The findings indicate that knowledge integration and transformation remain an issue of concern for pre-service teachers. This raises the question of how desirable traits for a teacher-as-a researcher can be promoted within the context of thesis work. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01