The effect of assessment procedures in the development of competences during initial teacher education: A systematic review
Competence assessment has been one of the most crucial aspects in initial teacher training in the context of the European Higher Education Area (EHEA). It has implied a change in teachers’ approaches to teaching and learning and is based on different assessment procedures for their training. In orde...
| Authors: | ; |
|---|---|
| Format: | Article |
| Publication date: | 2023 |
| Country: | España |
| Institution: | Universitat Politècnica de Catalunya (UPC) |
| Repository: | UPCommons. Portal del coneixement obert de la UPC |
| Language: | English |
| OAI Identifier: | oai:upcommons.upc.edu:2117/406156 |
| Online Access: | https://hdl.handle.net/2117/406156 https://dx.doi.org/10.3926/jotse.2085 |
| Access Level: | Open access |
| Keyword: | Teachers -- Training of Vocational qualifications Competence assessment Initial teacher education Systematic review Professors -- Formació Competències professionals Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Formació del professorat (formació de formadors)::Formació inicial |
| Summary: | Competence assessment has been one of the most crucial aspects in initial teacher training in the context of the European Higher Education Area (EHEA). It has implied a change in teachers’ approaches to teaching and learning and is based on different assessment procedures for their training. In order to discover the effect of the assessment procedures applied to the training of competences in teachers, the present study examines research along these lines and in this context published between 2010 and 2021 in international high-impact journals. A total of 1,772 articles have been reviewed, 17 of which were included after the application of the inclusion criteria established according to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) Statement. The results demonstrate the use of assessment procedures based on applied means, strategies and tools in order to train pre-service teachers in cross-cutting teaching competences. However, in the majority of the studies analysed, the effectiveness of these procedures is empirically based on the self-perception of those involved and not so much on experimental studies. We advocate the latter due to their value in terms of cause and effect |
|---|