Assessment of workplace-based learning: key findings from an ECE professional master programme in Portugal

Workplace-based experiences are considered centrally relevant in the professional preparation of prospective teachers. In spite of this, few studies have focused on the assessment of workplace-based learning (WBL) in early childhood education (ECE). This study aims to examine pathways of professiona...

Full description

Saved in:
Bibliographic Details
Published in:International journal of early years education 2021-01, Vol.29 (3), p.268-281
Main Authors: Araújo, Sara Barros, Antunes, Ana Pereira
Format: Article
Language:English
Subjects:
assessment
Early Childhood Education
early childhood teacher education
Early Childhood Teachers
ECE professional master
Foreign Countries
Graduate Students
Masters Programs
Preservice Teachers
professional learning
Professional Training
Student Teaching
Students
Teacher Competencies
Teacher Education
Workplace Learning
Workplace-based learning
Young Children
Citations: Items that this one cites
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Workplace-based experiences are considered centrally relevant in the professional preparation of prospective teachers. In spite of this, few studies have focused on the assessment of workplace-based learning (WBL) in early childhood education (ECE). This study aims to examine pathways of professional learning of students attending an ECE professional Master programme in Portugal, based on an authentic and participatory approach to assessment. A cohort of 62 students participated in this exploratory study. Data were collected through an assessment grid organised in four domains (observation, planning, action and reflection) and 25 dimensions, in two moments: interim regulatory assessment and final assessment. Key findings point to statistically significant differences between the two moments, showing the progress of students at the level of competences in all domains and dimensions. Results allow to identify tendencies on students' learning pathways in core domains of professionalism and represent an input for understanding the effectiveness of the ECE professional Master programme.
ISSN:0966-9760
1469-8463
DOI:10.1080/09669760.2021.1952854