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Engaging trainee teachers in assessment for learning: creating a pedagogy of learning

Engaging trainee teachers in assessment for learning: creating a pedagogy of learning

Magaji, Adewale (2019) Engaging trainee teachers in assessment for learning: creating a pedagogy of learning. In: Engaging trainee teachers in assessment for learning: creating a pedagogy of learning., 16 Sep 2019 and 14 Jan 2020, University of Greenwich, London. (Unpublished)

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Abstract

This workshop is designed and delivered in response to the assessment needs of trainee teachers in meeting the requirements of Teachers’ standards 2 (promote progress and outcomes of pupils) and 6 (make accurate and productive use of assessments) published in the Department for Education’s Initial Teacher Training core content framework. The workshop informed the design of an ongoing large-scale mixed method research that is inspired by a constructivist approach to learning. It aims to promote assessment practices among trainee teachers in early years, primary, secondary, and further education courses at the University of Greenwich. The outcome will help to improve trainee teachers’ classroom assessment practices and pedagogy by moving the deficit model of teaching-learning. It will promote co-construction of knowledge and assessments among trainee teachers and students. In addition to reviewing how we support trainee teachers’ assessment practices in our teacher education programme.

Item Type: Conference or Conference Paper (Lecture)
Uncontrolled Keywords: pedagogy, constructivist, initial teacher training, teachers’ standards.
Subjects: L Education > L Education (General)
Faculty / Department / Research Group: Faculty of Education, Health & Human Sciences
Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development
Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development > Centre for Thinking and Learning
Last Modified: 24 Sep 2020 14:14
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
Selected for REF2021: None
URI: http://gala.gre.ac.uk/id/eprint/29538

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