Feedback, reflection and assessment practices in practicum placements: the underpinning research design and methodology

Dann, Christopher (2018) Feedback, reflection and assessment practices in practicum placements: the underpinning research design and methodology. In: Formative assessment practices for pre-service teacher practicum feedback: emerging research and opportunities. Advances in Higher Education and Professional Development (AHEPD). IGI Publishing (IGI Global), Hershey, PA, United States, pp. 47-75. ISBN 9781522526308

Abstract

The purpose of this chapter is twofold. Firstly, it defines the methodology used as a basis for the research findings presented in this text. Secondly, it describes the methods used to investigate the video feedback and formative assessment processes in a preservice teacher education program in regional Australia. Particular attention is given to Participatory Action Learning Action Research (PALAR), which was used in a four year study that investigated the extent to which a mobile video capture application impacted on preservice teacher assessment while on practicum placements. Methods of each PALAR cycle are presented to explain how these were used in a coordinated manner to ensure the reliability of the outputs of the study. The chapter concludes by recognising the limitations of the study and describing future research opportunities arising from the study.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Copyright © 2018 by IGI Global.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 04 Jan 2018 04:55
Last Modified: 19 Jun 2018 00:10
Uncontrolled Keywords: action research, CeMeE, ethics, iPad, iPhone, PALAR, pre-service teacher tracker, research design, validity, trial, WIL, work integrated learning
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
Identification Number or DOI: 10.4018/978-1-5225-2630-8.ch002
URI: http://eprints.usq.edu.au/id/eprint/32899

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