总结性评估与有意义学习中的教师专业成长:以荷兰职前地理教育为例

Q4 Social Sciences

Curriculum and Teaching Pub Date : 2020-04-01 DOI:10.7459/ct/35.1.05

E. Bijsterbosch, T. Béneker, W. Kuiper, Joop van der Schee

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引用次数: 0

摘要

教师的课堂评估实践往往鼓励死记硬背的学习，而不是有意义的学习。为了加强教师课堂评价实践，教师参与评价建设显得十分必要。为了促进教师在这个问题上的专业成长，荷兰设计了一项关于职业前地理教育总结性评估和有意义学习的专业发展计划。2016年，该计划的原型在一个小规模案例研究中进行了测试和评估。结果表明，该方案是可行和实用的，并有助于教师的知识，技能和实践的变化。

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Teacher Professional Growth in Summative Assessment and Meaningful Learning: A Case Study in Pre-Vocational Geography Education in The Netherlands

Teachers’ classroom assessment practices tend to encourage rote learning instead of meaningful learning. To enhance teachers’ classroom assessment practices, teacher involvement in assessment construction appears necessary. To foster teacher professional growth in relation to this issue, a professional development programme on summative assessment and meaningful learning in pre-vocational geography education in the Netherlands was designed. In 2016, a prototype of the programme was tested and evaluated in a small-scale case study. The results suggest that the programme was feasible and practical and contributed to change in teachers’ knowledge, skills and practices.

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来源期刊

Curriculum and Teaching Social Sciences-Education

CiteScore

0.50

自引率

0.00%

发文量

期刊介绍： Curriculum and Teaching, first published in 1985, is an established, refereed international journal publishing original research from throughout the world which deals with major up-to-date issues and trends in curriculum theory and practice. The journal uses a balanced and comparative perspective to consider curriculum design and development, evaluation, curriculum models, comparative studies in curriculum, innovation and policy, planning, and educational administration. The journal’s object is to advance the study and development of curriculum and teaching, with a view to improving teaching and pedagogy. Curriculum and Teaching provides an impartial forum for scholars throughout the world, working in the area of curriculum studies. Curriculum and Teaching is double blind peer reviewed. The journal has no publication fees.