Abstract-This paper reports a validation study of the performance-based competency requirements model for initial teacher education. An assessment rubric of student teachers' performance-based competency requirements was developed in collaboration between Dutch and Estonian researchers and teacher educators. For the validation of the rubric a Delphi study was carried out. Teacher education experts (five in the Netherlands and 11 in Estonia) were asked to assess and comment on the model. This resulted, per context, in a high degree of consensus and support for the assessment rubric, involving five professional roles, 12 (Estonia) / 11 (The Netherlands) professional activities and five (Estonia) / four (The Netherlands) performance levels for each activity. Furthermore, the experts provide suggestions for assessment forms and required evidence (e.g., lesson plan, lesson observation and test including correction sheets) for the assessment of the professional activities The contribution of this study is an identified and formulated set of roles, professional activities and performance levels that can serve as an assessment rubric for performance-based teacher education. The next step is to implement the rubric and associated assessment forms in an electronic portfolio-system aimed at assessing and guiding student teachers' professional development.Index Terms-Delphi study, workplace-based learning, initial teacher education, entrusted professional activities, rubric assessment.

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While there is now extensive research on feedback in the context of higher education, including pre-service teacher education, little has been reported regarding the use of feedback from teachers to other teachers. Moreover, literature on the potential advantages that the use of technology, for example electronic portfolios and learning analytics, has in improving feedback in the in-service workplace practices, is also sparse. Therefore, the aim of this exploratory case study was to explore how in-service teachers perceived the peer feedback they received and provided through a web-based electronic portfolio during a professional development course carried out in their workplace. Questionnaire and interview data were collected from 38 teachers who received feedback through a learning analytics enhanced electronic portfolio and from 23 teachers who received feedback only by the electronic portfolio. Additionally, one individual and four focus group interviews were conducted with 15 teachers who were the feedback providers. Several common topics were identified in the interviews with the feedback receivers and providers, involving the benefits and challenges of human interaction and the flexibility of the feedback process that the electronic portfolio offered. The results also revealed better feedback experience within the group of teachers who received extra feedback by means of learning analytics. It is concluded that although an electronic portfolio provides a useful tool in terms of flexibility in the provision and receipt of feedback, the need for human interaction was acknowledged.

Uued suundumused tagasisideteemalises teaduskirjanduses rõhutavad tagasiside õppimiskesksust, mille fookuses on tagasiside rakendamine õppimise toetamiseks. Samas näitavad erinevad uurimused, et tagasiside arusaamades leiab  endiselt kajastamist n-ö vana paradigma, kus põhifookus on tagasiside rakendamise asemel tagasisidel kui teabel. Uurimuse eesmärk on mõista õpetajakoolituse üliõpilaste ning õppejõudude arusaamasid tagasisidest. Andmeid koguti avatud küsimustega 130 õpetajakoolituse üliõpilaselt ja 34 õpetajakoolituse õppejõult. Kvalitatiivse temaatilise analüüsi tulemused viitavad, et kuigi nii üliõpilaste kui ka õppejõudude arusaamades mõtestatakse tagasisidet kui teavet, ilmnevad mõningad õppimist toetavale tagasisidele iseloomulikud jooned, näiteks vastastiktagasiside, ootus tagasiside rakendamisele, tagasiside dialoogilisus.  Summary

Social science research methods are being increasingly taught in an online setting. The COVID-19 pandemic has been a major driver of this trend recently. Although there has been extensive research on online teaching and learning in general, very few studies focus on how this needs to be done specifically in social science research methods (SSRM). This literature review summarizes the most current research evidence on SSRM teaching in an online setting. Such information can facilitate setting up future online teaching and learning activities regarding social science research methods. In addition, the article discusses how this knowledge can be transferred to a practical SSRM online teaching and learning tool (a toolbox in the Navigating Social Worlds project).