对未来小学教师的评价和评估的信念、态度和看法:以往学术经历的作用

Antonella Nuzzaci
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引用次数: 0

摘要

本研究旨在探讨未来小学教师在培训初期对评价的认知、态度和信念。从文献中可以清楚地看出,在最初的培训阶段,评价是课程的一个潜在问题领域,在这个领域中,过去的学习经验似乎对发展对评价和核查形式的消极态度和感情有很大的影响。通过使用不同工具收集的数据,他们已经检查了对大学生的评价和评估的看法和信念,未来的小学教师在初步培训中,试图了解以前的学校经历是否对对评估的一般态度和在教育领域使用它的意向性有影响。事实上,有令人信服的证据表明,未来教师的信仰、价值观、信仰和态度如何影响认知方面、行为、决策过程和课堂实践。研究最能证明这种影响,特别是在以往负面评价经历的情况下,这些负面评价经历对教学中使用评估的意向性具有很高的预测性。
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BELIEFS, ATTITUDES, AND PERCEPTIONS TOWARDS EVALUATION AND ASSESSMENT OF FUTURE PRIMARY SCHOOL TEACHERS: THE ROLE OF THE PREVIOUS SCHOLASTIC EXPERIENCE
The present study is aimed at exploring perceptions attitudes and beliefs of future primary school teachers towards evaluation during the early stages of their training. It is clear from the literature that, in the initial training phase, assessment is a potentially problematic area of the curriculum, in which past learning experiences seem to have a strong influence on the development of negative attitudes and feelings towards evaluation and forms of verification. Through data collected with different tools, they have been examined perceptions and beliefs regarding the evaluation and assessment of University students, future teachers of primary school in initial training, to try to understand if the previous school experiences had an impact on the general attitude taken towards the assessment and on the intentionality of use of it in the educational field. There is in fact convincing evidence that show how beliefs, values, beliefs and attitudes of future teachers influence cognitive aspects, behavior, decision-making processes and class practices. The study bears witness to this influence above all in the case of previous negative evaluation experiences, which are highly predictive of intentionality of use the assessment in the teaching.
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