Initial teacher education after the Bologna process: possibilities and challenges for a renewed scholarship of teaching and learning

Abstract

We present the perspectives of Portuguese pre-service teachers about a formative strategy developed to promote learning about language and literacy education. The strategy was underpinned by theories about the pedagogical content knowledge (PCK), rehearsed (or simulated) agency, the epistemology of reflective practise and assessment for learning. It was implemented during a whole semester, after which pre-service teachers answered to a questionnaire focusing on their perceptions about their learning and the learning experience. The results of the quantitative and qualitative analysis of the collected data reveal positive and critical perceptions about the construction of PCK and agentic identities, evidencing the role of curricular analysis, rehearsed practice, reflection and assessment in the learning process. The final discussion, which highlights the possibilities and challenges of the strategy, aims to contribute to the construction of the Scholarship of Teaching and Learning of pre-service teachers after the Bologna Process.

Teacher Education during the COVID-19 Lockdown: Insights from a Formative Intervention Approach Involving Online Feedback

“…Students affirm that they have built professional knowledge and appreciated the learning process underpinning it, which is in line with our previous findings with regard to the first year in which the formative intervention approach was tried [42]. Moreover, when considered in light of our current focus of interest, these results can be interpreted as pointing to two more important implications.…”

“…Online feedback involves the design and organisation of strong learning contexts that are underpinned by acknowledged learning principles [35,42]; • Online feedback supports learning, provided key and well-established features converge in its enactment. As such, it appears as a key part of "the different pedagogical approach required for an effective online learning experience" [2,60,61].…”

“…Specifically, it was to occur in three major iterations, each focusing on development of a section of the practical portfolio relating to a distinct educational 'level' for which each of these student teachers were preparing themselves, namely the final year of preschool education as well as the first and third year of elementary education. These school levels were intentionally chosen due to the differences in the focus of the literacy education in each case (for more details see Pereira, Fernandes, Braga and Flores [42]).…”

“…The COVID-19 pandemic has changed both the lives of preservice teachers and teacher educators with implications for both institutional and pedagogical responses [2,[38][39][40]. Discussions specifically focusing on assessment feedback practices conducted in teacher education contexts have generally acknowledged the above-outlined possibilities and challenges in higher education contexts [41,42]. Yet, there is an urgent need to investigate the provision of feedback in the remote teaching of student teachers.…”

A Program Evaluation Study for Measurement and Evaluation Course in Distance Education

“…This case reminds the opinion that the lecturers edited the related web pages without being taken seriously enough. There are similar difficulties in executing Bologna processes in higher education in different countries (Curaj et al, 2015;Pires Pereira et al, 2021;Valeyeva et al, 2015). In addition, the responsible actors did not sufficiently consider the institutional and individual characteristics in determining and regulating the objectives and contents.…”