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首页> 外文期刊>Creative Education >Guiding Preservice Teachers to Making a Shift in Thinking: Developing Skill and Confidence in Assessment through Thematic Integrated Units
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Guiding Preservice Teachers to Making a Shift in Thinking: Developing Skill and Confidence in Assessment through Thematic Integrated Units

机译：指导职前教师转变思维方式：通过专题综合科提高评估技能和信心

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In this paper we present our journey as elementary education methods ? course instructors through a practical action research design refining a model ? thematic integrated unit for our preservice teachers in an elementary education methods course ? and how we revised our model unit to incorporate the assessment cycle in our model unit. We present our initial model thematic integrated unit encompassing language arts, history, mathematics, and science, our initial model unit lesson, our concerns with that unit lesson, our insight with respect to the missing component of the assessment cycle in our model unit lesson, and how that insight connects to our education of philosophy and teacher education program prerequisite courses. ? Successful teachers must be able to analyze student assessment data in order to meet the individual needs of all students. Our preservice teachers were asked to evaluate two sets of hypothetical student assessment data in order to identify the learning objectives that needed to be revisited. From their analysis, they ? broke into small-group?pull-out sessions, taught the reteaching lessons based on their analysis of the hypothetical student data, and reassessed learning objective competency. Thus, our preservice teachers were allowed to experience the plan-teach-assess-reflect model necessary for their own individual journey toward becoming a successful professional educator.
机译：在本文中，我们以基础教育方法介绍我们的旅程。课程讲师是否通过实践行动研究设计提炼了模型？在基础教育方法课程中为我们的职前教师提供专题综合单元？以及我们如何修改模型单元以将评估周期纳入模型单元。我们介绍了包含语言艺术，历史，数学和科学的初始模型主题综合单元，我们的初始模型单元课程，我们对该单元课程的关注，我们对模型单元课程中评估周期缺失部分的见解，以及这种洞察力如何与我们的哲学教育和师范教育课程先修课程联系起来。 ？成功的老师必须能够分析学生的评估数据，以满足所有学生的个性化需求。我们的职前教师被要求评估两组假设的学生评估数据，以便确定需要重新研究的学习目标。从他们的分析来看，他们？分成小组参加的小组讨论会，根据他们对假设的学生数据的分析，教了重新教学的课程，并重新评估了学习目标的能力。因此，我们的职前教师被允许体验自己成为成功的专业教育者的旅程所必需的计划-教学-评估-反映模式。

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