Mathematics Teacher Educators' Conception of Assessment: Implication for Student Teacher Learning

• In Event: Fairmont Roundtable Session Six
  In Roundtable Session: Section 1C Mathematics Roundtable Three (Table 9)

Abstract

This study reports phenomenographic research aimed to explore the conceptions of assessment held by mathematics teacher educators. Data were collected through semi-structured face-to-face interviews with twelve mathematics teacher educators working in secondary teacher education programs. The analysis identified four categories of description, ranging from conceiving assessment from a traditional perspective focusing on qualifications to assessment as an intrinsic process in teaching and learning. Besides, two dimensions of variation were found, providing a more accurate picture of the outcome space. These findings contribute to developing a more comprehensive and relational approach to studying mathematics teacher education. Finally, we recommend continuing the study on this topic to improve the assessment practices enacted by mathematics teacher educators.

Authors

• Beatriz Soledad Aros Pinochet, Pontificia Universidad Catolica de Chile
  Non-Presenting Author

• Helena Loreto Montenegro, Universidad de Chile
  Presenting Author

• Salome Martinez, Universidad de Chile
  Non-Presenting Author