Pre-service teachers' conceptions about the quality of explanations for the science classroom in the context of peer assessment

This study explored student-teacher conceptions of explanations for the science classroom during teacher education programs through peer-assessments of 20 pre-service teachers from three universities

Valeria Cabello; Keith J. Topping


Scholarcy highlights

  • There is an international discussion about the capacity of teacher education programs in the development of student-teacher skills and knowledge for implementing teaching strategies
  • The results of the exploration of pre-service teachers' conceptions about the quality of explanations are organised from most to least frequent, according to data gathered through the peer assessment sessions and focus groups
  • The results showed that student-teacher conceptions about the quality of explanations for the science classroom were declared in connection with constructivist theory applied to science teaching, for instance, noticing that better explanations were those which connected the concepts with the students' ideas
  • This study revealed that peer assessment and feedback could play a significant role in teacher education by eliciting student-teacher conceptions about essential teaching practices, which might enhance end empower their skill development
  • Constructing explanations is a comprehensive strategy in teaching, but the opportunities for reflecting on it by pre-service teachers are still insufficient in teacher preparation programs
  • These studies were not focused on understanding the formative power of PA, as in the present research, which increases the range of available research in the usage of PA and highlights the significant role that PA can play in teacher education

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