Relocating assessment in pre-service teacher education: an emerging model from activity theory lens

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 language pre-service teachers, and data were collected from interviews, practicum observation notes, field visit notes, and reflection papers. The study aimed to identify research-based pedagogical constructs that effectively contributed to pre-service teachers’ learning and practice of assessment in the practicum. Using an activity theory lens, the study developed a model that could be used in pre-service teacher assessment education across different contexts. The paper concludes by suggesting research and practice-oriented implementations for pre-service teacher education based on the identified pedagogical constructs. Also, it has important implications for developing effective assessment education for pre-service teachers, which can contribute to better student learning outcomes in the future.

KEYWORDS:

• Assessment pedagogy
• pre-service teacher education
• practicum
• activity theory

Disclosure statement

No potential conflict of interest was reported by the author(s).

Supplementary material

Supplemental data for this article can be accessed online at https://doi.org/10.1080/02619768.2024.2339522

Additional information

Notes on contributors

Mustafa Akın Güngör

Mustafa Akın Güngör is the director of the College of Foreign Languages at Gazi University. He has his MA and PhD degrees in the field of applied linguistics at Ankara University, Türkiye. His research areas are sociocultural perspective on instructed second language acquisition, pragmatics, and materials design in foreign language teaching. His academic website https://avesis.gazi.edu.tr/magungor ORCID ID: 0000-0002-0036-2402 [email protected]

Müzeyyen Nazlı Güngör

Müzeyyen Nazlı GÜNGÖR teaches pre-service ELT teachers at Gazi University. She is the Vice Coordinator of the Gazi University Presidency Social Affairs Coordination Unit, a board member of the Gazi Academic Writing Center, and an editorial board member of EJTE. She has also worked as an IATEFL associate committee member for a decade. She has organised Erasmus+, US Embassy professional development, and scientific research projects, and delivered seminars for language teachers. Her research interests are teaching English to young learners, teacher identity, and sociocultural teacher education. Her academic website https://avesis.gazi.edu.tr/nazlidemirbas