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Pre-service teachers beliefs about evaluation

Qiaoyan He (UGent) , Martin Valcke (UGent) and Antonia Aelterman (UGent)
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Abstract
Impacted deeply by the many years of experience as learners, pre-service always keep their educational beliefs as what evaluation is when they step into the normal university. Meanwhile, instructed by the theory of progressivism and traditionalism, fifty-six Chinese pre-service teachers from three four-year teacher normal universities in this qualitative study were interviewed by writing, group and individual interviews about their evaluation beliefs through two perspectives: student-centered(PSSC) and teacher-centered(PSTC). The analysis yielded five areas(who, when, how, why to evaluate students and what to be evaluation beliefs) of evaluation belief structure with various subcomponents: content, reasoning, applications and procedures. Yet, all fifty-six pre-service teachers prone to compromise their beliefs in the future teaching practice. Implications for reformers, educators and pre-in-service teachers include the need to provide a firmer grounding in teacher training, to explore the reliability of evaluation belief systems, and to develop feasible instrument based the analysis of interview data to confirm pre-service teachers' evaluation beliefs on a big scale. All of these endeavors are paid for the new educational policies carried on smoothly and descending the confliction among different beliefs from reformers, researchers and pre-in-service teachers. (C) 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Dr. Zafer Bekirogullari.
Keywords
Primary school, Assessment of Competence, Beliefs, EDUCATION, KNOWLEDGE, VIEWS

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Chicago
He, Qiaoyan, Martin Valcke, and Antonia Aelterman. 2011. “Pre-service Teachers Beliefs About Evaluation.” In Procedia Social and Behavioral Sciences, ed. Z Bekirogullari, 29:1294–1304. Amsterdam, The Netherlands: Elsevier.
APA
He, Qiaoyan, Valcke, M., & Aelterman, A. (2011). Pre-service teachers beliefs about evaluation. In Z. Bekirogullari (Ed.), Procedia Social and Behavioral Sciences (Vol. 29, pp. 1294–1304). Presented at the 2nd International conference on Education and Educational Psychology (ICEEPSY 2011), Amsterdam, The Netherlands: Elsevier.
Vancouver
1.
He Q, Valcke M, Aelterman A. Pre-service teachers beliefs about evaluation. In: Bekirogullari Z, editor. Procedia Social and Behavioral Sciences. Amsterdam, The Netherlands: Elsevier; 2011. p. 1294–304.
MLA
He, Qiaoyan, Martin Valcke, and Antonia Aelterman. “Pre-service Teachers Beliefs About Evaluation.” Procedia Social and Behavioral Sciences. Ed. Z Bekirogullari. Vol. 29. Amsterdam, The Netherlands: Elsevier, 2011. 1294–1304. Print.
@inproceedings{3100408,
  abstract     = {Impacted deeply by the many years of experience as learners, pre-service always keep their educational beliefs as what evaluation is when they step into the normal university. Meanwhile, instructed by the theory of progressivism and traditionalism, fifty-six Chinese pre-service teachers from three four-year teacher normal universities in this qualitative study were interviewed by writing, group and individual interviews about their evaluation beliefs through two perspectives: student-centered(PSSC) and teacher-centered(PSTC). The analysis yielded five areas(who, when, how, why to evaluate students and what to be evaluation beliefs) of evaluation belief structure with various subcomponents: content, reasoning, applications and procedures. Yet, all fifty-six pre-service teachers prone to compromise their beliefs in the future teaching practice. Implications for reformers, educators and pre-in-service teachers include the need to provide a firmer grounding in teacher training, to explore the reliability of evaluation belief systems, and to develop feasible instrument based the analysis of interview data to confirm pre-service teachers' evaluation beliefs on a big scale. All of these endeavors are paid for the new educational policies carried on smoothly and descending the confliction among different beliefs from reformers, researchers and pre-in-service teachers. (C) 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Dr. Zafer Bekirogullari.},
  author       = {He, Qiaoyan and Valcke, Martin and Aelterman, Antonia},
  booktitle    = {Procedia Social and Behavioral Sciences},
  editor       = {Bekirogullari, Z },
  issn         = {1877-0428},
  language     = {eng},
  location     = {Istanbul, Turkey},
  pages        = {1294--1304},
  publisher    = {Elsevier},
  title        = {Pre-service teachers beliefs about evaluation},
  url          = {http://dx.doi.org/10.1016/j.sbspro.2011.11.366},
  volume       = {29},
  year         = {2011},
}

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