Abstract
This chapter explores one way of formatively assessing student teachers’ development of their learning about teaching science. This chapter is based on the use of formative interactions as a way of understanding how their learning develops. In so doing, this chapter also offers insights into how student teachers’ professional learning might be catalysed and enhanced. The data for this study is based on a primary science teacher education research project (N = 24 participants) that aimed to connect research on [formative] assessment with the development of student teachers’ learning to teach science, and, as a consequence, sets out to illustrate how an articulation of this knowledge might inform approaches to science teacher education. The results of this project highlight the potential to positively focus student teachers’ self-reflection and self-assessment through formative interactions.
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Appendix 1: Full Core Template
Appendix 1: Full Core Template
Content: | |||
|---|---|---|---|
Age of the children: | Big Idea A | Big Idea B | Big Idea C |
What do you intend students to learn about this idea? | |||
Why it is important for students to know this? | |||
What else do you know about this idea (that you do not intend students to know yet)? | |||
What difficulties/limitations are connected with teaching this idea? | |||
What is your knowledge about students’ thinking which influences your teaching of this idea? | |||
What other factors influence your teaching of this idea? | |||
What teaching procedures will you use and what are the particular reasons for using these to engage with this idea? | |||
What specific ways do you have of ascertaining students’ understanding or confusion? |
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Nilsson, P., Loughran, J. (2013). Formative Assessment in Learning to Teach Science. In: Corrigan, D., Gunstone, R., Jones, A. (eds) Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6668-6_17
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