Exploring pre-service special needs teachers’ assessment conceptions and assessment self-efficacy
Kyttälä, M., Björn, P. M., Rantamäki, M., Närhi, V., & Aro, M. (2023). Exploring pre-service special needs teachers’ assessment conceptions and assessment self-efficacy. European Journal of Special Needs Education, 38(1), 63-78. https://doi.org/10.1080/08856257.2021.2021871
Published inEuropean Journal of Special Needs Education
© 2022 the Authors
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.
ISSN Search the Publication Forum0885-6257
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Additional information about fundingThis work was supported by Ministry of Education and Culture, Finland. [grant number OKM/JY/79/592/2018].
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