Assessment with Digital Pictures; Using Images and Intentional Conversation to Scaffold the Experiences of Student Teachers

Autor/in	Cross, Dawn M.
Titel	Assessment with Digital Pictures; Using Images and Intentional Conversation to Scaffold the Experiences of Student Teachers
Quelle	(2017), (105 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, State University of New York at Buffalo
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3553-1055-9
Schlagwörter	Hochschulschrift; Dissertation; Evaluation Methods; Interviews; Observation; Beginning Teachers; Pictorial Stimuli; Educational Technology; Interpersonal Communication; Student Teachers; Cooperating Teachers; Young Children; Teacher Education; Intention; Laptop Computers; Computer Uses in Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Interviewing; Interviewtechnik; Beobachtung; Junior teacher; Junglehrer; Fantasieanregung; Unterrichtsmedien; Interpersonale Kommunikation; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Frühe Kindheit; Lehrerausbildung; Lehrerbildung; Laptop computer; Laptop; Computer; Digitalrechner; Computernutzung
Abstract	Observation is the preferred method of assessing small children in school and play settings. Despite being taught this, based on statements during the interviews of this study, it appears little instruction is dedicated to the performance of this type of authentic assessment. The professional literature surveyed for this study finds that due to lack of training, new teachers are hesitant to utilize authentic assessment and instead fall back on more formal, traditional assessment. In this study, I used digital pictures as a means for observational assessment. I also used scaffolded mediation and intentional conversation between student teachers and their cooperating teachers, as a means for supporting the use of observational assessment in the student teachers. This study aims to explore the questions: What is the nature of dialogue between a novice and experienced teacher when viewing digital pictures of young children for purposes of observational assessment? And in what ways, if any, can the guided use of digital media for assessment purposes influence the perceptions and/or abilities of a novice teacher? Through a series of interviews, I gathered data that suggests that this model of teacher training could provide experience in observational assessment. The data suggests that these experiences and conversations could alter the perceptions of the student teachers in regards to their potential use of observational assessment when they have their own classrooms, making the student teacher more likely to utilize authentic assessment. Through a comparison of data from before and after the intentional conversations with their cooperating teachers, the student teachers showed increases in the developmental domains that they were able to make observations of in the pictures. Three teacher dyads were included in this study, and all six participants stated that intentional conversation was a beneficial addition to the learning experiences of the student teacher. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01