{"title":"重新定位职前师范教育中的评估：活动理论视角下的新兴模式","authors":"Mustafa Akın Güngör, Müzeyyen Nazlı Güngör","doi":"10.1080/02619768.2024.2339522","DOIUrl":null,"url":null,"abstract":"This empirical study aims to understand the assessment pedagogies used to support pre-service teachers’ assessment development in the post-pandemic. The study involved sixty 4th year English langua...","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"69 1","pages":""},"PeriodicalIF":3.0000,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Relocating assessment in pre-service teacher education: an emerging model from activity theory lens\",\"authors\":\"Mustafa Akın Güngör, Müzeyyen Nazlı Güngör\",\"doi\":\"10.1080/02619768.2024.2339522\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This empirical study aims to understand the assessment pedagogies used to support pre-service teachers’ assessment development in the post-pandemic. The study involved sixty 4th year English langua...\",\"PeriodicalId\":47529,\"journal\":{\"name\":\"European Journal of Teacher Education\",\"volume\":\"69 1\",\"pages\":\"\"},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2024-04-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Journal of Teacher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/02619768.2024.2339522\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/02619768.2024.2339522","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Relocating assessment in pre-service teacher education: an emerging model from activity theory lens
This empirical study aims to understand the assessment pedagogies used to support pre-service teachers’ assessment development in the post-pandemic. The study involved sixty 4th year English langua...
期刊介绍：
The European Journal of Teacher Education (EJTE) provides an opportunity for the dissemination of educational research which investigates theory, policy and practice in teacher education at pre-service and in-service levels predominantly in the countries of Europe. Relevant articles from other countries will be considered. EJTE is the official journal of the Association for Teacher Development in Europe (ATEE). Its audience includes all those who have a professional concern with or interest in the education of teachers for all age groups.
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