6533b7d6fe1ef96bd1265e65
RESEARCH PRODUCT
Exploring pre-service special needs teachers’ assessment conceptions and assessment self-efficacy
Minna KyttäläPiia Maria BjörnMilla RantamäkiVesa NärhiMikko Arosubject
minäpystyvyysassessment conceptionpre-service special educational needs teacheroppilasarviointierityisopetuseducationerityisopettajatDevelopmental and Educational Psychologyassessment self-efficacyopettajankoulutusarviointiHealth Professions (miscellaneous)Educationdescription
This survey study (N = 148) investigates the interrelationships between assessment conceptions, assessment self-efficacy, prior education, and teaching experience amongst Finnish pre-service special educational needs teachers (pre-service SENs). The results showed that assessment conceptions and assessment self-efficacy are intertwined. Assessment conceptions, prior studies, and teaching experience were clustered into three different pre-service SEN types: Assessment Positives, Assessment Cautious, and Assessment Criticals. Pre-service SENs with assessment-positive or assessment-cautious conceptions reported higher assessment self-efficacy than students with assessment-critical conceptions. Practical implications are discussed. peerReviewed
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2022-02-07 | European Journal of Special Needs Education |