Improving Early Childhood Teachers' Formative Assessment Practices: Transformative Role of Collaborative Action Research = Okul öncesi ögretmenlerinin biçimlendirici degerlendirme uygulamalarinin gelistirilmesi: Isbirlikçi eylem arastirmasinin dönüstürücü rolü

Autor/in	Aras, Selda
Titel	Improving Early Childhood Teachers' Formative Assessment Practices: Transformative Role of Collaborative Action Research = Okul öncesi ögretmenlerinin biçimlendirici degerlendirme uygulamalarinin gelistirilmesi: Isbirlikçi eylem arastirmasinin dönüstürücü rolü
Quelle	In: International Journal of Curriculum and Instructional Studies, 9 (2019) 2, S.221-240 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Aras, Selda)
Sprache	englisch; türkisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-3638
Schlagwörter	Formative Evaluation; Action Research; Change Strategies; Teacher Competencies; Preschool Teachers; Preschool Education; Foreign Countries; Faculty Development; Teacher Attitudes; Portfolio Assessment; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Projektforschung; Lösungsstrategie; Lehrkunst; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ausland; Lehrerverhalten; Portfoliobeurteilung
Abstract	The aim of this study is to investigate the change process of early childhood teachers' formative assessment practices via collaborative action research. Formative assessment contributes to children's development and learning process and also guides teachers on instructional decisions. Although research emphasizes the importance of formative assessment, teachers encounter difficulties while implementing it in their classrooms. Three early childhood teachers participated in this qualitative study, and the data were gathered through interviews and observations. The findings about the teachers' change processes revealed that despite the difficulties experienced; teachers began to conduct systematic observation, document children's development and learning, and use assessment data for their further plans. The transformative power of action research in changing teachers' practices is highlighted in this study. (As Provided).
Anmerkungen	Curriculum and Instruction Association. Egitim Programlari ve Ogretim Dernegi, Hatay Sokak, No: 6/12, Kizilay, Turkey. Tel: +90-541-4690906; e-mail: ijocisjournal@gmail.com; Web site: http://www.ijocis.com/index.php/ijocis/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01