The emergence of a digital third space: Opportunities and constraints of digital practice assessment in teacher education

IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Viviana Daza, Greta Björk Gudmundsdottir, Andreas Lund
{"title":"The emergence of a digital third space: Opportunities and constraints of digital practice assessment in teacher education","authors":"Viviana Daza,&nbsp;Greta Björk Gudmundsdottir,&nbsp;Andreas Lund","doi":"10.1016/j.ijer.2024.102415","DOIUrl":null,"url":null,"abstract":"<div><p>Practitioners and policymakers worldwide emphasise the need for research-based and professionally relevant teacher education, highlighting the importance of integrating epistemologies across schools and teacher education institutions. Drawing on the affordance concept, this study qualitatively investigates the perceived opportunities and constraints of Digital Practice Assessment (DPA) as a collaborative platform for triads of pre-service teachers, school-based and university-based teacher educators. It explores the perspectives of these stakeholders on the use of technology in teaching practice assessment and examines how their collaboration within these triads can facilitate the emergence of a third space. The third space is a metaphor that denotes the meeting place of epistemologies from research and practice in teacher education, where all stakeholders’ voices are heard. This examination sheds light on the potential benefits and challenges that DPA brings to the assessment process and highlights the importance of understanding the interplay between technology, collaboration, and professional development in teacher education. Through video-stimulated recall interviews of the assessment sessions, we show how recordings of teaching practice offer opportunities such as detailed feedback, enhanced reflections, and knowledge sharing, which are essential to research-based <em>and</em> practice-oriented teacher education. However, certain constraints were identified, such as the lack of contextual information and rigid roles within the assessment process. Still, despite the summative nature of DPA, our findings suggest that it has the potential to integrate formative assessment to foster the emergence of a third space and to support the development and learning of pre-service teachers.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"127 ","pages":"Article 102415"},"PeriodicalIF":2.6000,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0883035524001010/pdfft?md5=a480f8d845f00e5f9fae5b2ec37f0108&pid=1-s2.0-S0883035524001010-main.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Educational Research","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0883035524001010","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

Practitioners and policymakers worldwide emphasise the need for research-based and professionally relevant teacher education, highlighting the importance of integrating epistemologies across schools and teacher education institutions. Drawing on the affordance concept, this study qualitatively investigates the perceived opportunities and constraints of Digital Practice Assessment (DPA) as a collaborative platform for triads of pre-service teachers, school-based and university-based teacher educators. It explores the perspectives of these stakeholders on the use of technology in teaching practice assessment and examines how their collaboration within these triads can facilitate the emergence of a third space. The third space is a metaphor that denotes the meeting place of epistemologies from research and practice in teacher education, where all stakeholders’ voices are heard. This examination sheds light on the potential benefits and challenges that DPA brings to the assessment process and highlights the importance of understanding the interplay between technology, collaboration, and professional development in teacher education. Through video-stimulated recall interviews of the assessment sessions, we show how recordings of teaching practice offer opportunities such as detailed feedback, enhanced reflections, and knowledge sharing, which are essential to research-based and practice-oriented teacher education. However, certain constraints were identified, such as the lack of contextual information and rigid roles within the assessment process. Still, despite the summative nature of DPA, our findings suggest that it has the potential to integrate formative assessment to foster the emergence of a third space and to support the development and learning of pre-service teachers.

数字第三空间的出现:师范教育数字化实践评估的机遇与限制
世界各地的实践者和政策制定者都强调,需要开展以研究为基础、与专业相关的师范教育,并强调在学校和师范教育机构之间整合认识论的重要性。本研究以 "可承受性 "概念为基础,对数字实践评估(DPA)作为职前教师、学校和大学教师教育者三方合作平台的机遇和制约因素进行了定性调查。它探讨了这些利益相关者对在教学实践评估中使用技术的看法,并研究了他们在三方合作中如何促进第三空间的出现。第三空间是一个隐喻,指教师教育研究与实践认识论的交汇点,在这里可以听到所有利益相关者的声音。本研究揭示了 DPA 为评估过程带来的潜在益处和挑战,并强调了理解教师教育中技术、协作和专业发展之间相互作用的重要性。通过对评估环节的视频刺激回忆访谈,我们展示了教学实践录音如何提供机会,如详细反馈、强化反思和知识共享,这些对于以研究为基础、以实践为导向的教师教育至关重要。然而,我们也发现了一些限制因素,如缺乏背景信息和评估过程中的僵化角色。尽管 DPA 具有终结性评价的性质,但我们的研究结果表明,它具有整合形成性评价的潜 力,以促进第三空间的出现,支持职前教师的发展和学习。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
International Journal of Educational Research
International Journal of Educational Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.20
自引率
3.10%
发文量
141
审稿时长
21 days
期刊介绍: The International Journal of Educational Research publishes regular papers and special issues on specific topics of interest to international audiences of educational researchers. Examples of recent Special Issues published in the journal illustrate the breadth of topics that have be included in the journal: Students Perspectives on Learning Environments, Social, Motivational and Emotional Aspects of Learning Disabilities, Epistemological Beliefs and Domain, Analyzing Mathematics Classroom Cultures and Practices, and Music Education: A site for collaborative creativity.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信