Literaturnachweis - Detailanzeige
| Autor/inn/en | Burke, Katie M.; Fanshawe, Melissa |
|---|---|
| Titel | The Value of Praxis-Based Assessment to Stimulate Practical Engagement and Classroom Readiness in Online Initial Teacher Education |
| Quelle | In: Australian Journal of Teacher Education, 46 (2021) 10, S.91-109, Artikel 6 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1835-517X |
| Schlagwörter | Preservice Teacher Education; Electronic Learning; Performance Based Assessment; Praxis; Preservice Teachers; Learner Engagement; Experiential Learning; Instructional Effectiveness; Student Attitudes; Self Esteem; Career Readiness; Foreign Countries; Australia |
| Abstract | The opportunity to undertake teaching degrees entirely via online learning has proliferated in the last decade. Research shows that students choose to engage with content and application activities when they are directly aligned to assessment. The researchers trialled praxis-based assessment which required completion of practical learning tasks embedded in core learning content over two semesters in two Australian Initial Teacher Education courses. The aim was to enhance online student engagement in practical learning. Insights into the student perspective were gained through a survey, interviews, and learning analytics. The results from this study showed praxis-based assessment increased student confidence, classroom readiness and embodied understanding of theory. (As Provided). |
| Anmerkungen | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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