Conflicting Visions on Evaluation: Ideological Congruences and Contradictions in Chilean Secondary Science Preservice Teachers

Autor/in	Pena-Sandoval, Cesar
Titel	Conflicting Visions on Evaluation: Ideological Congruences and Contradictions in Chilean Secondary Science Preservice Teachers
Quelle	(2023), (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Secondary School Teachers; Science Teachers; Preservice Teachers; Teacher Education Programs; Student Attitudes; Science Curriculum; Student Centered Learning; Teaching Methods; Alignment (Education); Learning Processes; Foreign Countries; Educational Philosophy; Measures (Individuals); Chile + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Ausland; Bildungsphilosophie; Erziehungsphilosophie; Messdaten
Abstract	Conceptions about the role of evaluation are crucial in what educators believe and do in assessing student learning; these conceptions influence their practices and should be consistent with the jurisdictional and political frameworks in which they work. While a great deal has been done regarding experienced teachers' conceptions about evaluation, more research is needed regarding preservice teachers. Thus, our purpose was to investigate preservice teachers' curriculum ideologies (underlying philosophies) at the base of their conceptions of evaluation in the teaching and learning process. Data was obtained through Curriculum Ideology Inventories (30), semi-structured interviews and documents. Results show most of participants adhere to the Learner Centered ideology; however, regarding evaluation, results show congruences (tuning) and contradictions (mismatch) with the predominant ideology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01