PRESERVICE TEACHERS’ THINKING ABOUT AGENCY AND ASSESSMENT

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Date

2019

Journal Title

Journal ISSN

Volume Title

Publisher

СДУ хабаршысы - 2019

Abstract

Abstract. This case study provides a glimpse into two preservice social studies teachers’ thinking about their own agency as curriculum developers. Albert Bandura’s (2001) framework for personal agency was used as a theoretical lens to better understand the preservice teachers’ thinking about their own intentionality (their purpose for teaching social studies) and forethought (their perceived capabilities and constrains in future school community). The analysis of twenty data items found that both preservice teachers’ developed curriculum that supported their purpose for teaching social studies; however, when they considered the assessments that they had developed a divergence in their thinking emerged. The findings also suggest that the preservice teachers’ differing expectations about acceptance in their future school communities contributed to their divergent thinking about assessment. The preservice teachers’ understood the outcomes of their assessment decisions in two distinct ways, and this shaped how they perceived their own agency in the current educational climate.

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Keywords

teachers’ training, preservice teachers, agency, assessment, curriculum, СДУ хабаршысы - 2019, №1

Citation

Jeffrey Spencer Clark , M.Jandildinov , N.Otegen / PRESERVICE TEACHERS’ THINKING ABOUT AGENCY AND ASSESSMENT / СДУ хабаршысы - 2019