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The contribution of assessment experiences to student teachers’ self-efficacy in competence-based education

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The contribution of assessment experiences to student teachers’ self-efficacy in competence-based education

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Samenvatting

Earlier research argues that educational programmes based on social cognitive theory are successful in improving students’ self-efficacy. Focusing on some formative assessment characteristics, this qualitative research intends to study in-depth how student teachers’ assessment experiences contribute to their self-efficacy. We interviewed 15 second year student teachers enrolled in a competence based teacher educational programme. Thematic content analysis results reveal that the assessment characteristics ‘authenticity’ and ‘feedback’ exert a positive influence on student teachers self-efficacy during all phases of the portfolio competence assessment. The results provide a fine-grained view of several types of self-efficacy information connected with these assessment phases.

OrganisatieFontys Hogescholen
OpleidingMaster Educational Theory
AfdelingFontys Hogeschool Pedagogiek
Gepubliceerd inTeaching and Teacher Education Elsevier, Vol. 49, Pagina's: 45-55
Datum2015-03-18
TypeArtikel
TaalEngels

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