Dynamic Assessment of General Pedagogical Knowledge: Combination of Classroom Video Analysis and Social Network Analysis of Discourse

• In Event: 34.095 - MTCC Roundtable Session 11
  In Roundtable Session: 34.095-6 - Understanding Assessment in Preservice Teacher Preparation

Abstract

This study was aimed at proposing a new assessment approach to evaluate pre-service teachers’ general pedagogical knowledge (GPK) as declarative and situation-specific in the classroom context. We designed a course for second-year university students to develop their GPK, and we evaluated their GPK by our proposed assessments. We used the video-based evaluation approach for examining situation-specific GPK in the pre- and post-test paradigm. Besides, we implemented social network analysis (SNA) of students’ discourse for examining how they constructed their declarative GPK and how different their knowledge was depending on the learning outcomes. Results revealed that our course successfully facilitated students’ GPK and that the high learning-outcome students were more engaged in integrating different pieces of knowledge.

Authors

• Ikuo Endo, Shizuoka University

• Miho Kawasaki, Shizuoka University

• Ritsuko Oshima, Shizuoka University

• Jun Oshima, Shizuoka University