umu.sePublikationer
Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Bridging the Distance in Teacher Education: Teachers’ Perspectives on Process-Based Assessment
Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).ORCID-id: 0000-0001-8670-9958
2013 (Engelska)Ingår i: Transformative Dialogues, ISSN 1918-0853, Vol. 6, nr 3Artikel i tidskrift (Refereegranskat) 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.

Ort, förlag, år, upplaga, sidor
Kwantlen Polytechnic University , 2013. Vol. 6, nr 3
Nyckelord [en]
teacher education, ICT, process-based assessment, professional development planning
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
pedagogiskt arbete
Identifikatorer
URN: urn:nbn:se:umu:diva-54033OAI: oai:DiVA.org:umu-54033DiVA, id: diva2:515157
Tillgänglig från: 2012-04-12 Skapad: 2012-04-12 Senast uppdaterad: 2018-06-08Bibliografiskt granskad
Ingår i avhandling
1. Designing for the unknown: Didactical design for process-based assessment in technology-rich learning environments
Öppna denna publikation i ny flik eller fönster >>Designing for the unknown: Didactical design for process-based assessment in technology-rich learning environments
2012 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Alternativ titel[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

Ort, förlag, år, upplaga, sidor
Umeå: Umeå universitet, 2012. s. 73
Serie
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 46
Nyckelord
Process-based assessment, didactical design, technology, power, control, teacher, student, relationship, content, higher education
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
pedagogiskt arbete
Identifikatorer
urn:nbn:se:umu:diva-54035 (URN)978-91-7459-386-0 (ISBN)
Disputation
2012-05-11, Hörsal E, Humanisthuset, Umeå Universitet, Umeå, 13:00 (Engelska)
Opponent
Handledare
Tillgänglig från: 2012-04-20 Skapad: 2012-04-12 Senast uppdaterad: 2018-06-08Bibliografiskt granskad

Open Access i DiVA

fulltext(471 kB)177 nedladdningar
Filinformation
Filnamn FULLTEXT02.pdfFilstorlek 471 kBChecksumma SHA-512
9b2f35c281650d61601172bb3cd459fdfd2b1ed992b908c783bbb58b6999a956bafe633d742d40ca3ca63c4786ef4d6510e2b865240165d29eeaf9bbe26d5f7c
Typ fulltextMimetyp application/pdf

Övriga länkar

http://kwantlen.ca/TD/TD.6.3/TD.6.3.11_Bergstrom_Bridging_the_Distance.pdf

Personposter BETA

Bergström, Peter

Sök vidare i DiVA

Av författaren/redaktören
Bergström, Peter
Av organisationen
Interaktiva medier och lärande (IML)
Pedagogiskt arbete

Sök vidare utanför DiVA

GoogleGoogle Scholar
Totalt: 177 nedladdningar
Antalet nedladdningar är summan av nedladdningar för alla fulltexter. Det kan inkludera t.ex tidigare versioner som nu inte längre är tillgängliga.

urn-nbn

Altmetricpoäng

urn-nbn
Totalt: 423 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf