Student teachers’ self-assessment during teaching practicum: A literature review
DOI:
https://doi.org/10.5380/atoz.v13i0.92347Keywords:
Educational assessment, Initial teacher education, Practicum, Preservice teacher, Self-assessment.Abstract
Introduction: This article conducts a literature review on the self-assessment of practical learning in student teachers, identifies gaps in knowledge, and proposes potential guidelines for further research. Self-assessment plays a crucial role in fostering autonomy, self-regulation, perception of self-efficacy, and commitment. The primary research questions addressed are: What research approach do studies of student teachers’ self-assessment adopt? What issues are self-assessed during practicums? What systems are used for student teachers’ self-assessment? Methods: A systematic literature review was undertaken, involving the selection of databases such as ERIC, WoS, Scopus, and Dialnet. Following a systematic search and review process, we analysed 19 articles. Results: We analyse articles selected, specifically, research approach adopted, issues self-assessed during the practicum, and self-assessment systems used. Conclusions: The review highlights that self-assessment in practicum has not yet become a consolidated pre-professional mode of learning. However, it increases awareness of skills essential to the teaching profession. This review gives staff and tutors recommendations for decision-making about more useful self-assessment techniques and their adaptation to teaching practicum.
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