Relationships between pre-service teachers’ conceptions of assessment, approaches to instruction, and assessment: an achievement goal theory perspective

Daniels, Lia M.; Poth, Cheryl

doi:10.1080/01443410.2017.1293800

Cited by 18 publications

(10 citation statements)

References 41 publications

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“…The application of achievement goal theory to school leadership might benefit from examining whether principals’ goal orientations yield similar outcomes and practices as has been shown in research in K–16 settings (see Emery et al, 2018, for a student–teacher–administrator example) and in the preservice teacher literature (Daniels & Poth, 2017). In other words, are school leaders who adopt mastery goal orientations, and engage in adaptive motivational behaviors, more successful school leaders?…”

Section: Discussionmentioning

confidence: 99%

Understanding District Support for Leader Development and Success in the Accountability Era: A Review of the Literature Using Social-Cognitive Theories of Motivation

Ford

Lavigne

Fiegener

et al. 2020

Review of Educational Research

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As an intermediary between U.S. state and federal policy and the school, the school district, many scholars maintain, remains a key player in meeting the needs of school-level leadership. Moreover, the job of the principal is difficult and has become increasingly complex as a result of increased pressure, accountability, and oversight under the No Child Left Behind Act (now the Every Student Succeeds Act) in the United States. These two propositions raise important questions about what we know (and do not yet know) about how to support school leaders’ learning and development in their quest to effectively lead a school. In this review, we use extant social-cognitive theories of motivation to organize the research on district effectiveness in pursuit of the following question: How does the district as a key player in school/instructional improvement facilitate conditions under which school principals’ learning, development, and success are enhanced? In pursuing this question, we hoped to strengthen two particular weaknesses in this strand of scholarship: (1) the concern that research in this particular area is relatively atheoretical and (2) concerns about the applicability of this research to practice.

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Section: Discussionmentioning

confidence: 99%

Understanding District Support for Leader Development and Success in the Accountability Era: A Review of the Literature Using Social-Cognitive Theories of Motivation

Ford

Lavigne

Fiegener

et al. 2020

Review of Educational Research

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“…Studies have shown that field training improved assessment skills for pre-service teachers [20]. Fan et.…”

Section: Field Trainingmentioning

confidence: 99%

The Influence of Field Training on Pre-service Teachers' Social Skills for Teaching

Sahlab¹,

Mukh²,

Mater³

et al. 2020

ujer

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Field training is valuable for improving pre-service teachers' teaching skills. It bridges the gap between theory and practice in real classroom environment. This study uses phenomenological qualitative approach to investigate the influence of field training courses on social skills in teaching. The study was carried out in the first semester of the 2019-2020 academic year with a total of six pre-service teachers participating in a field course for 10 weeks. The pre-service teachers came from two different colleges of teachers' training. We used purposive sampling to choose the students. After interviewing the participants and videoing their lessons, we transcribed the interviews and observations. We used thematic analysis to code, categorize and find patterns related to the development of social skills for teaching. The research results showed that pre-service teachers who practiced teaching during field training have improved their social skills in teaching as a result of three conditions (1) classroom management, (2) teaching strategies and (3) supervisor's assessment. Pedagogic supervisors need to focus on these three issues in order to provide a fruitful environment for pre-service teachers' professional development.

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“…Las respuestas a las preguntas demostraron que, no resultaba significativa la calificación en sí, pues Daniel & Poth (2017) han señalado que existe más beneficio en los enfoques de dominio de la instrucción comparado con el enfoque de DISCUSIÓN rendimiento. Precisamente, lo pretendido estaba en crear una cultura de empeño hacia la práctica de tareas para facilitar el aprendizaje sobre la metodología científica en docentes universitarios.…”

Section: Necesidad No Inmediataunclassified

Aprendizaje De Procesos Metodológicos Mediante Prácticas Evaluativas en Docentes Universitarios

Pérez¹,

Gorina-Sánchez²,

Solano-García³

et al. 2019

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Relationships between pre-service teachers’ conceptions of assessment, approaches to instruction, and assessment: an achievement goal theory perspective

Cited by 18 publications

References 41 publications

Understanding District Support for Leader Development and Success in the Accountability Era: A Review of the Literature Using Social-Cognitive Theories of Motivation

Understanding District Support for Leader Development and Success in the Accountability Era: A Review of the Literature Using Social-Cognitive Theories of Motivation

The Influence of Field Training on Pre-service Teachers' Social Skills for Teaching

Aprendizaje De Procesos Metodológicos Mediante Prácticas Evaluativas en Docentes Universitarios

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