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Bridging the Distance in Teacher Education: Teachers’ Perspectives on Process-Based Assessment
Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).ORCID iD: 0000-0001-8670-9958
2013 (English)In: Transformative Dialogues, ISSN 1918-0853, Vol. 6, no 3Article in journal (Refereed) Published
Abstract [en]

This paper reports on a research project in which a group of teachers in a pre-school teacher education programme based at a 'satellite' study centre in a distant rural area used digital personal development planning (PDP) as a means to bridge the distance. A qualitative approach was taken that aimed to develop a greater understanding of the teacher-student relationship through research questions addressing the student role, the learning process and the assessment process. A didactical design for process-based assessment was developed and structured into three phases involving questions of the students' previous knowledge, reflections and learning. Data were collected through in-depth interviews and a student questionnaire. The material was analysed using inductive thematic analysis. The underpinning principles of power and control were helpful for understanding the social relations in the teacher-student relationship within this online context. The results indicate a conflict between the student-centred curriculum and traditional beliefs in the teacher-student relationship.

Place, publisher, year, edition, pages
Kwantlen Polytechnic University , 2013. Vol. 6, no 3
Keyword [en]
teacher education, ICT, process-based assessment, professional development planning
National Category
Pedagogical Work
Research subject
educational work
Identifiers
URN: urn:nbn:se:umu:diva-54033OAI: oai:DiVA.org:umu-54033DiVA: diva2:515157
Available from: 2012-04-12 Created: 2012-04-12 Last updated: 2013-11-05Bibliographically approved
In thesis
1. Designing for the unknown: Didactical design for process-based assessment in technology-rich learning environments
Open this publication in new window or tab >>Designing for the unknown: Didactical design for process-based assessment in technology-rich learning environments
2012 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Designa för det okända : Didaktisk design för processbaserad bedömning i teknikrika lärandemiljöer
Abstract [en]

This thesis is based on a study of the development of education through theinnovative use of process-based assessment in technology-rich learningenvironments in teacher and nurse education. The study of process-basedassessment addresses the aim of creating a better understanding of the shiftin emphasis from teaching to learning with regard to theory and practice.The research questions address the use of process-based assessment, andhow the social relationships and issues of content can be understood intechnology-rich learning environments. A methodological approachinvolving design-based research was found to be especially applicable. Thestudy was designed in three iterative didactical design cycles for processbasedassessment in which the first and third cycles were analysed. Theempirical material comprises qualitative semi-structured interviews withteachers and students and questionnaires with students. The empiricalmaterial was analysed through inductive thematic analysis. The theoreticalanalyses in the comprising articles are mainly based on Bernstein’stheoretical framework for studying social relationships through concepts ofsymbolic power and control. For understanding change, with regard to theshift in emphasis from teaching to learning, the analysis is taken to a metalevelby applying Bernstein’s concept of pedagogical device.The results outline the shift in emphasis from teaching to learning fromboth a theoretical and practice perspective. Theoretically, the shift inemphasis from teaching to learning is based upon a shift in symbolic powerand control for teachers. In practice, the shift of symbolic power and controlbetween the teacher, student and content outline considerable overlapsbetween teacher-student, teacher-content and student-content. The overlapshighlight the empirical contribution in this thesis through the concept of“process” that is understood as a negotiation between teacher-student,teacher-content and student-content. The weakening symbolic powerrelationship made a multi-dimensional analysis of the teacher-studentcontentrelationship possible. Theoretically, the shift of symbolic poweroutlines a process of recontextualisation of a new discourse for teaching,learning and assessment. The multi-dimensional analysis highlights thetheoretical contributions to understanding the concept of discourse fromBernstein’s perspective through which the content and context create thediscourse. For practice, process-based assessment frames the notion ofdesigning for the unknown. Designing for the unknown is considered as aframework based upon a set of rules through which teachers and studentsadapt to a problematising approach in teaching, learning and assessment

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2012. 73 p.
Series
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 46
Keyword
Process-based assessment, didactical design, technology, power, control, teacher, student, relationship, content, higher education
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-54035 (URN)978-91-7459-386-0 (ISBN)
Public defence
2012-05-11, Hörsal E, Humanisthuset, Umeå Universitet, Umeå, 13:00 (English)
Opponent
Supervisors
Available from: 2012-04-20 Created: 2012-04-12 Last updated: 2013-10-30Bibliographically approved

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fulltext(471 kB)142 downloads
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http://kwantlen.ca/TD/TD.6.3/TD.6.3.11_Bergstrom_Bridging_the_Distance.pdf

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