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Learners providing feedback on teaching: Pre-service teachers’ perceptions of a teacher assessment arrangement

Eriksen, Harald; Lejonberg, Eli; Tschannen-Moran, Megan; Christophersen, Knut-Andreas; Elstad, Eyvind
Journal article, Peer reviewed
Accepted version
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URI
https://hdl.handle.net/10642/9783
Date
2020-12-02
Metadata
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  • LUI - Institutt for grunnskole- og faglærerutdanning [600]
Original version
Eriksen, H., Lejonberg, E., Tschannen-Moran, M., Christophersen, K.-A. & Elstad, E. (2020). Learners providing feedback on teaching: Pre-service teachers’ perceptions of a teacher assessment arrangement. Scandinavian Journal of Educational Research. doi:https://doi.org/10.1080/00313831.2020.1833236   https://doi.org/10.1080/00313831.2020.1833236
Abstract
Teaching practice periods are intended to prepare pre-service teachers for their professional lives as teachers. With this in mind, we have developed a tool for gathering feedback from learners taught by teachers-in-training to provide these pre-service teachers with feedback that contributes to their professional development. This study presents findings on the degree to which pre-service teachers perceived the feedback from learners to be useful. Using structural equation modeling, we also explored the associations between characteristics of the pre-service teachers and the perceived usefulness of the assessment process. We conclude that teacher training could capitalize on this underutilized form of feedback.
Publisher
Routledge
Series
Scandinavian Journal of Educational Research;
Journal
Scandinavian Journal of Educational Research

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