CALL FOR PAPERS: Building Back Better: Re-envisioning Assessment and Feedback in Teacher Education
Fin participación: 1 de marzo de 2022
It is clear that this pandemic has changed teacher education and that an evidence-base to guide iterative improvement in assessment and feedback design and deployment during the pandemic and beyond is critical at this time. Now more than ever, we need to harness and develop the transformative and innovative assessment and feedback approaches taken by teacher educators during the pandemic to inform the future landscape of teaching and learning in a digital age. This Special Issue proposes to do just that.
This Special Issue welcomes contributions which address empirical, methodological and theoretical aspects related to assessment and feedback in teacher education. Any manuscript submitted should be original and not have been previously published or currently be under review elsewhere.
Papers are invited that address areas and topics outlined below:
- Showcase ground-breaking research on assessment and feedback in teacher education from around the globe as well as teacher educators’ and student teachers’ experiences and outcomes in these varied educational contexts;
- Illustrate several points of access into classroom research and pedagogy and will add insight into the complexity of designing, developing, deploying and evaluating assessment and feedback practices for a variety of purposes and in varying models of teacher education in a post-pandemic era;
- Explore a wide range of topics pertinent to the theme under scrutiny here (e.g., design, development, deployment and evaluation of classroom-based, hybrid and remote approaches, TEs’ and student perspectives and experiences, discipline-specific and practicum practices and outcomes, professional competencies and support systems, issues of quality, equity, inclusion, accountability, academic integrity and success, assessment literacy and workload, whole programme-level approach, etc.);
- Disseminate information about assessment and feedback best practices in teacher education;
- Identify important implications for future research in the field linked to assessment and feedback in teacher education;
- Provide a forum for international exchange on assessment and feedback experimentation in a wide range of teacher education contexts.
