Pixel International Conferences

Initial teacher training programmes in Chile include a final course called professional practice, in which preservice teachers (PSTs) have to display all the knowledge they have acquired during their training process. Evaluation of this professional practice considers the assessment of the mentor teacher in the school, assessment of the university supervisor, and self-assessment of PSTs. Self-assessment, the focus of this research, allows PSTs to assess their work, which might help them improve their performance on the assigned tasks. We carried out a quantitative census study considering the self-assessment of all the 436 PSTs of fourteen teacher training programmes of a Chilean university, who performed their professional practice during 2021. They used the same scoring rubric that considers ten criteria provided by the university. After analysing the self-assessment of the PSTs, findings show that they have positive views about their performance, but most PSTs (92%) assign higher scores in tasks related to work inside the classroom and interaction with students and lower scores (52%) to tasks outside the classroom.

Key words:Self-assessment- teacher training- scoring rubrics

References:

[2] Panadero, E. Jonsson, A., Botella, J. (2017) Effects of self- assessment on self-regulated learning and self- efficacy: Four meta- analysis. Educational Research Review (22) 74-98

[3] Prasetyo, S. A., & Hima, A. N. (2019). Student-based assessment vs. Teacher assessment: is there any consistency? ELT Echo: The Journal of English Language Teaching in Foreign Language Context, 4(2), 158-133