Abstract
The aim of this study was to evaluate the use of peer review as a formative assessment tool to enable pre- service teachers (PSTs) to explicitly demonstrate links between the theoretical component underpinning their primary science specialist course – Darby’s (2005) notion of engaging science – and its enactment in professional practice. This study outlines how PSTs were supported to operationalise their subject matter knowledge (SMK) and knowledge of formative assessment to create specialist pedagogical content knowledge (sPCK) using experiential, collaborative and dialogic models of teaching. The use of feedback as feedforward (Hounsell, 2008; Nicol, 2010) was observed to support PSTs’ construction of discipline-specific knowledge, knowledge elaboration and their development as self-regulated learners capable of meaning making.
| Original language | English |
|---|---|
| Pages (from-to) | 8-19 |
| Number of pages | 12 |
| Journal | Science Teacher Education |
| Volume | 73 |
| Publication status | Published - 1 Jun 2015 |
Keywords
- theory-into-practice
- metacognition
- feedforward
- pre-service teachers
- primary science education