PRESERVICE TEACHERS’ THINKING ABOUT AGENCY AND ASSESSMENT

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dc.contributor.authorJeffrey Spencer Clark
dc.contributor.authorN.Otegen
dc.contributor.authorM.Jandildinov
dc.date.accessioned2023-11-16T08:20:22Z
dc.date.available2023-11-16T08:20:22Z
dc.date.issued2019
dc.description.abstractAbstract. 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.
dc.identifier.citationJeffrey Spencer Clark , M.Jandildinov , N.Otegen / PRESERVICE TEACHERS’ THINKING ABOUT AGENCY AND ASSESSMENT / СДУ хабаршысы - 2019
dc.identifier.issn2415-8135
dc.identifier.urihttps://repository.sdu.edu.kz/handle/123456789/798
dc.language.isoen
dc.publisherСДУ хабаршысы - 2019
dc.subjectteachers’ training
dc.subjectpreservice teachers
dc.subjectagency
dc.subjectassessment
dc.subjectcurriculum
dc.subjectСДУ хабаршысы - 2019
dc.subject№1
dc.titlePRESERVICE TEACHERS’ THINKING ABOUT AGENCY AND ASSESSMENT
dc.typeArticle

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