The effect of assessment procedures in the development of competences during initial teacher educationA systematic review

  1. José Luis Aparicio Herguedas 1
  2. Navarro Asencio, Enrique
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

  2. 2 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Aldizkaria:
JOTSE

ISSN: 2013-6374

Argitalpen urtea: 2023

Alea: 13

Zenbakia: 3

Orrialdeak: 807-822

Mota: Artikulua

DOI: 10.3926/JOTSE.2085 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Beste argitalpen batzuk: JOTSE

Garapen Iraunkorreko Helburuak

Laburpena

Competence assessment has been one of the most crucial aspects in initial teacher training in the context of the European Higher Education Area (EHEA). It has implied a change in teachers’ approaches to teaching and learning and is based on different assessment procedures for their training. In order to discover the effect of the assessment procedures applied to the training of competences in teachers, the present study examines research along these lines and in this context published between 2010 and 2021 in international high-impact journals. A total of 1,772 articles have been reviewed, 17 of which were included after the application of the inclusion criteria established according to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) Statement. The results demonstrate the use of assessment procedures based on applied means, strategies and tools in order to train pre-service teachers in cross-cutting teaching competences. However, in the majority of the studies analysed, the effectiveness of these procedures is empirically based on the self-perception of those involved and not so much on experimental studies. We advocate the latter due to their value in terms of cause and effect.

Erreferentzia bibliografikoak

  • Admiral, W., & Berry, A. (2016). Video narratives to assess student teachers’ competence as new teachers. Teachers and Teaching, 22(1), 21-34. https://doi.org/10.1080/13540602.2015.1023026
  • Alkan, F. (2013). The effect of alternative assessment techniques on chemistry competency perceptions and chemistry success of prospective science teachers. Journal of Baltic Science Education, 12(6), 774-783. https://doi.org/10.33225/jbse/13.12.774
  • Alqassab, M., Strijbos, J.W., & Ufer, S. (2019). Preservice mathematics teachers’ beliefs about peer feedback, perceptions of their peer feedback message, and emotions as predictors of peer feedback accuracy and comprehension of the learning task. Assessment & Evaluation in Higher Education, 44(1), 139-154. https://doi.org/10.1080/02602938.2018.1485012
  • Arribas, J.M., Manrique, J.C., & Tabernero, B. (2016). Herramientas de evaluación utilizadas en la formación inicial del profesorado y su relevancia para el desarrollo de competencias profesionales en los estudiantes: visión de estudiantes, egresados y docentes. Revista Complutense de Educación, 27(1), 237-255. https://doi.org/10.5209/rev_RCED.2016.v27.n1.45724
  • Bailey, J., & Taylor, M. (2015). Experiencing a Mathematical Problem-Solving Teaching Approach: Opportunities to Identify Ambitious Teaching Practices. Mathematics Teacher Education and Development, 17(2), 111-124.
  • Ball, D. (2013). The Pedagogy of Video: Practices of Using Video Records as a Resource in Teacher Education. Paper presented at the Annual Meeting of the American Educational Research Association. San Francisco, USA.
  • Boud, D., Lawson, R., & Thomson, D. (2013). Does student engagement in self-assessment calibrate their judgement over time? Assessment & Evaluation in Higher Education, 38(8), 941-956. https://doi.org/10.1080/02602938.2013.769198
  • Brown, S., & Pickford, R. (2013). Evaluación de habilidades y competencias en educación superior. Madrid: Narcea
  • Cabezas-González, M., Casillas-Martín, S., & García-Peñalvo, F.J. (2021). The digital competence of Pre-service Educators: the influence of personal variables. Sustainability, 13(4), 2318. https://doi.org/10.3390/su13042318
  • Caena, F. (2014). Initial Teacher Education in Europe: An Overview of Policy Issues. Brussels: European Commission.
  • Cano, E. (2015). The rubrics as an assessment tool of competency in higher education: use or abuse? Revista de Curriculum y Formacion del Profesorado, 19(2), 265-280.
  • Corcoran, R.P., & O’Flaherty, J. (2017). Executive Function during Teacher Preparation. Teaching and Teacher Education, 63, 168-175. https://doi.org/10.1016/j.tate.2016.12.023
  • European Commission (2013a). Key Data on Teachers and School Leaders in Europe. Brussels: Publications Office of the European Union.
  • European Commission (2013b). Supporting Teacher Competence Development for Better Learning Outcomes. Brussels: Publications Office of the European Union.
  • European Union (1999). The Bologna Declaration. Brussels: Publications Office of the European Union.
  • European Union (2007). The Lisbon Declaration. Europe’s Universities beyond 2010: Diversity with a Common purpose. Brussels: Publications Office of the European Union.
  • Feiman-Nemser, S. (2008). Teacher Learning. How do Teachers learn to teach? In Feiman-Nemser, S., McIntyre, D., & Demers, K.E. (Eds.), Handbook of research on Teacher Education. Enduring Questions in Changing Contexts (696-705). London, UK: Routledge.
  • Forzani, F.M. (2014). Understanding ‘Core Practices’ and ‘Practice-Based’ Teacher Education: Learning from the past. Journal of Teacher Education, 65(4), 357–368. https://doi.org/10.1177/0022487114533800
  • Georgeta, I., Cano, E., & Cabrera, N. (2016). Competency Assessment Tool (CAT). The evaluation of an innovative competency-based assessment experience in higher education. Technology, Pedagogy and Education, 25(3), 631-648. https://doi.org/10.1080/1475939X.2015.1134635
  • Gillanders, C., Rodríguez, J.E., & Nemina, R. (2019). Impacto del uso de materiales audiovisuales para el aprendizaje de bailes tradicionales en la formación de estudiantes universitarios. Revista Latinoamericana de Tecnología Educativa, 18(2), 101-115. https://doi.org/10.17398/1695-288X.18.2.101
  • González, J., & Wagenaar, R. (2003). Tuning Educational Structures in Europe. Bilbao: Deusto University.
  • Gotkas, Y., & Demirel, T. (2012). Blog-enhanced ICT courses: Examining their effects on prospective teachers’ ICT competencies and perceptions. Computers & Education, 58(3), 908-917. https://doi.org/10.1016/j.compedu.2011.11.004
  • Hagger, H., & McIntyre, D. (2006). Learning teaching from teachers. Realizing the potential of school-based teacher education. New York: McGraw-Hill.
  • Hamodi, C., López-Pastor, V.M., & López-Pastor, A.T. (2015). Medios, técnicas e instrumentos de evaluación formativa y compartida del aprendizaje en educación superior. Perfiles educativos, 37(147), 146-161. https://doi.org/10.22201/iisue.24486167e.2015.147
  • Hamodi, C., Moreno-Murcia, J.A., & Barba-Martín, R. (2018). Medios de evaluación y desarrollo de competencias en educación superior en estudiantes de educación física. Estudios Pedagógicos, 44(2), 241-257. https://doi.org/10.4067/S0718-07052018000200241
  • Higgins, J.P.T., & Green, S. (2011). Cochrane Handbook for Systematic Reviews of Interventions Version 5.1.0. The Cochrane Collaboration.
  • Keller-Schneider, M., Zhong, H.F., & Yeung, A.S. (2020). Competence and challenge in professional development: teacher perceptions at different stages of career. Journal of Education for Teaching, 46(1), 36-54. https://doi.org/10.1080/02607476.2019.1708626
  • Lambe, J., McNair, V., & Smith, R. (2013). Special educational needs, e-learning and the reflective e-portfolio: implications for developing and assessing competence in pre-service education. Journal of Education for Teaching, 39(2), 181-196. https://doi.org/10.1080/02607476.2013.765191
  • McDonald, M., Kazemi, E., & Kavanagh, S. (2013). Core Practices of Teacher Education: A Call for a Common Language and Collective Activity. Journal of Teacher Education, 64(5), 378-386. https://doi.org/10.1177/0022487113493807
  • Moher, D., Shamseer, L., Clarke, M., Guersi, D., Liberati, A. Petticrew, M. et al. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic Review, 4(11), 1-9. https://doi.org/10.1186/2046-4053-4-1
  • Niu, S., Niemi, H., Harju, V., & Pehkonen, L. (2021). Finnish student teachers’ perceptions of their development of 21st-century competencies. Journal of Education for Teaching, 47(5), 638-653. https://doi.org/10.1080/02607476.2021.1951602
  • O’Connor, J., Jeanes, R., & Alfrey, L. (2016). Authentic inquiry-based learning in health and physical education: a case study of ‘r/evolutionary’ practice. Physical Education and Sport Pedagogy, 21(2), 201-216. https://doi.org/10.1080/17408989.2014.990368
  • O’Flaherty, J., & Beal, E. (2018). Core competencies and high leverage practices of the beginning teacher: a synthesis of the literature. Journal of Education for Teaching, 44(4), 461-478. https://doi.org/10.1080/02607476.2018.1450826
  • Pareja, D., Leyva, J.J., & Matas, A. (2020). Percepciones sobre la diversidad cultural y comunicación intercultural de futuros maestros. Revista Electrónica Interuniversitaria de Formación del Profesorado, 23(1), 75-87. https://doi.org/10.6018/reifop.403331
  • Pascual, C., & Molina, M. (2020). Evaluar para aprender en el Prácticum: una propuesta de evaluación formativa y compartida durante la formación inicial del profesorado. Publicaciones, 50(1), 183-206. https://doi.org/10.30827/publicaciones.v50i1.15959
  • Paz-Albo, J. (2016). The influence of simulations on family engagement - prospective early childhood educators’ perceptions. Early Child Development and Care, 188(2), 102-108. https://doi.org/10.1080/03004430.2016.1202946
  • Perrenoud, P. (2010). El desarrollo de la práctica reflexiva en el oficio de enseñar. Barcelona: Graó.
  • Portillo, M.C., & Cano, E. (2016). Regulating the writing process in the teacher training practicum guided by feedback at the University of Barcelona. Cambridge Journal of Education, 46(1), 55-79. https://doi.org/10.1080/0305764X.2015.1011083
  • Rissanen, I., Kuusisto, E., & Kuusisto, A. (2016). Developing teachers’ intercultural sensitivity: Case study on a pilot course in Finnish teacher education. Teaching and Teacher Education, 59, 446-456. https://doi.org/10.1016/j.tate.2016.07.018
  • Ruiz-Bejarano, A.M. (2020). Educación inclusiva, criticidad y compromiso social. Innovación docente y aprendizaje-servicio en la formación inicial del docente. Revista de Docencia Universitaria, 18(1), 233-248. https://doi.org/10.4995/redu.2020.12407
  • Seifert, T., & Feliks, O. (2018). Online self-assessment and peer-assessment as a tool to enhance studentteachers’ assessment skills. Assessment & Evaluation in Higher Education, 44(2), 169-185. https://doi.org/10.1080/02602938.2018.1487023
  • Shamseer, L., Moher, D., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M. et al. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015: elaboration and explanation. BMJ, 349(1), 1-25. https://doi.org/10.1136/bmj.i4086
  • Silva, I., & López-Pastor, V.M. (2015). ¿Cómo vive el alumnado la evaluación en formación inicial del profesorado?. @tic. Revista d’Innovació Educativa, 14, 90-100.
  • Soria, V., & Carrio, M. (2016). Pedagogías disruptivas para la formación inicial del profesorado: uso de blogs como portafolio electrónico. Profesorado. Revista de Currículo y Formación del Profesorado, 20(2), 382-398. https://doi.org/10.30827/profesorado.v20i2.10425
  • Trigueros, C., Rivera, E., & Moreno, A. (2018). A vueltas con la evaluación de las competencias. Percepciones de los alumnos y docentes de los grados relacionados con la educación física. Estudios Pedagógicos, 44(2), 93-110. https://doi.org/10.4067/S0718-07052018000200093
  • Vaz, M., & Prada, M. (2016). Manual de competências académicas. Da adaptação à universidade à excelência académica. Edições Sílabo.
  • Voogt, J., Fisser, P., Pareja, N., Tondeur, J., & van Braak, J. (2013). Technological pedagogical content knowledge–a review of the literature. Journal of Computer Assisted Learning, 29(2), 109-121. https://doi.org/10.1111/j.1365-2729.2012.00487.x
Datuen iturria: Dialnet