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Article: Using video-based interviews to investigate pre-service secondary science teachers’ situation-specific skills for informal formative assessment
Title | Using video-based interviews to investigate pre-service secondary science teachers’ situation-specific skills for informal formative assessment |
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Authors | |
Keywords | Informal formative assessment Situation-specific skills Video Pre-service teachers |
Issue Date | 2021 |
Publisher | Springer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=1571-0068 |
Citation | International Journal of Science and Mathematics Education, 2021, v. 19 n. 2, p. 289-311 How to Cite? |
Abstract | This study investigated the nature of pre-service science teachers’ (PSTs’) situation-specific skills for informal formative assessment (FA) and their awareness of activating these skills in classroom-like situations. Video-based interviews were conducted to collect data from fifteen PSTs before they participated in a teacher education program. Authentic classroom videos capturing evidence of student thinking were used as probes to elicit information on the PSTs’ perceptions, interpretations, and decision-making in various classroom-like situations that afforded opportunities for FA. The findings indicate that the PSTs tended to focus on content-generic evidence and the responses of students in the whole class, to infer student thinking at a non-content specific level, and to propose responses that were vague or devoid of scientific content. On re-exposure to the same evidence of student thinking captured in short video clips, and with more specific prompting questions, more of the PSTs identified content-specific evidence from individual students and interpreted the nuances of student thinking at a content-specific level. Yet, the capacity of the PSTs to propose student-focused instructional moves remained limited. Overall, the findings suggest that the PSTs were not particularly aware of applying their situation-specific skills for informal FA when making on-the-fly teaching decisions in classroom-like situations that offer rich opportunities for FA. This study adds to the existing understanding of PST knowledge/skills for informal FA and provides a mechanism for eliciting and characterizing teachers’ situation-specific skills for informal FA. The implications for initial teacher education are discussed. |
Persistent Identifier | http://hdl.handle.net/10722/286383 |
ISSN | 2023 Impact Factor: 1.9 2023 SCImago Journal Rankings: 1.038 |
ISI Accession Number ID | |
Grants |
DC Field | Value | Language |
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dc.contributor.author | Chan, KKH | - |
dc.contributor.author | Yau, KW | - |
dc.date.accessioned | 2020-08-31T07:03:04Z | - |
dc.date.available | 2020-08-31T07:03:04Z | - |
dc.date.issued | 2021 | - |
dc.identifier.citation | International Journal of Science and Mathematics Education, 2021, v. 19 n. 2, p. 289-311 | - |
dc.identifier.issn | 1571-0068 | - |
dc.identifier.uri | http://hdl.handle.net/10722/286383 | - |
dc.description.abstract | This study investigated the nature of pre-service science teachers’ (PSTs’) situation-specific skills for informal formative assessment (FA) and their awareness of activating these skills in classroom-like situations. Video-based interviews were conducted to collect data from fifteen PSTs before they participated in a teacher education program. Authentic classroom videos capturing evidence of student thinking were used as probes to elicit information on the PSTs’ perceptions, interpretations, and decision-making in various classroom-like situations that afforded opportunities for FA. The findings indicate that the PSTs tended to focus on content-generic evidence and the responses of students in the whole class, to infer student thinking at a non-content specific level, and to propose responses that were vague or devoid of scientific content. On re-exposure to the same evidence of student thinking captured in short video clips, and with more specific prompting questions, more of the PSTs identified content-specific evidence from individual students and interpreted the nuances of student thinking at a content-specific level. Yet, the capacity of the PSTs to propose student-focused instructional moves remained limited. Overall, the findings suggest that the PSTs were not particularly aware of applying their situation-specific skills for informal FA when making on-the-fly teaching decisions in classroom-like situations that offer rich opportunities for FA. This study adds to the existing understanding of PST knowledge/skills for informal FA and provides a mechanism for eliciting and characterizing teachers’ situation-specific skills for informal FA. The implications for initial teacher education are discussed. | - |
dc.language | eng | - |
dc.publisher | Springer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=1571-0068 | - |
dc.relation.ispartof | International Journal of Science and Mathematics Education | - |
dc.subject | Informal formative assessment | - |
dc.subject | Situation-specific skills | - |
dc.subject | Video | - |
dc.subject | Pre-service teachers | - |
dc.title | Using video-based interviews to investigate pre-service secondary science teachers’ situation-specific skills for informal formative assessment | - |
dc.type | Article | - |
dc.identifier.email | Chan, KKH: ckhhku@hku.hk | - |
dc.identifier.authority | Chan, KKH=rp02094 | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1007/s10763-020-10056-y | - |
dc.identifier.scopus | eid_2-s2.0-85078411879 | - |
dc.identifier.hkuros | 313629 | - |
dc.identifier.volume | 19 | - |
dc.identifier.issue | 2 | - |
dc.identifier.spage | 289 | - |
dc.identifier.epage | 311 | - |
dc.identifier.isi | WOS:000515633500001 | - |
dc.publisher.place | Netherlands | - |
dc.relation.project | Use of a video-based approach to enhance dynamic pedagogical content knowledge development in pre-service science teachers | - |
dc.identifier.issnl | 1571-0068 | - |