Developing oral presentation-related self-assessment among prospective teachers of German as a foreign language: Analysis of self-assessment comments

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F22%3A00133914" target="_blank" >RIV/00216224:14410/22:00133914 - isvavai.cz</a>

Výsledek na webu

<a href="https://journals.muni.cz/pedor/issue/view/2315" target="_blank" >https://journals.muni.cz/pedor/issue/view/2315</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5817/PedOr2022-4-410" target="_blank" >10.5817/PedOr2022-4-410</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Developing oral presentation-related self-assessment among prospective teachers of German as a foreign language: Analysis of self-assessment comments

Popis výsledku v původním jazyce

This paper presents a research study framed by a 12-week intervention programme to develop self-assessment skills focused on presenting in German among prospective teachers of German as a foreign language (n=15). The study examined the content (characteristics) of the participants’ self-assessment comments collected before and after the intervention program. A total of 25 self-assessment comments were collected using the “Lautes Erinnern” method (13 before the intervention, 12 after the intervention) and analysed using the inductive category formation of the qualitative content analysis. The analysis revealed three main characteristics of the development of self-assessment: increasing evidence in the self-assessment comments, a shift in focus from the predominance of non-languagespecific to language-specific assessment, and a shift in focus from mostly negative to also positive aspects of performance. The study concludes with a discussion of the implications for better teacher education that develops their self-assessment skills appropriately.

Název v anglickém jazyce

Developing oral presentation-related self-assessment among prospective teachers of German as a foreign language: Analysis of self-assessment comments

Popis výsledku anglicky

This paper presents a research study framed by a 12-week intervention programme to develop self-assessment skills focused on presenting in German among prospective teachers of German as a foreign language (n=15). The study examined the content (characteristics) of the participants’ self-assessment comments collected before and after the intervention program. A total of 25 self-assessment comments were collected using the “Lautes Erinnern” method (13 before the intervention, 12 after the intervention) and analysed using the inductive category formation of the qualitative content analysis. The analysis revealed three main characteristics of the development of self-assessment: increasing evidence in the self-assessment comments, a shift in focus from the predominance of non-languagespecific to language-specific assessment, and a shift in focus from mostly negative to also positive aspects of performance. The study concludes with a discussion of the implications for better teacher education that develops their self-assessment skills appropriately.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Pedagogicka orientace

ISSN

1211-4669

e-ISSN

1805-9511

Svazek periodika

32

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

34

Strana od-do

410-443

Kód UT WoS článku

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EID výsledku v databázi Scopus

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