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dc.contributor.authorKyttälä, Minna
dc.contributor.authorBjörn, Piia Maria
dc.contributor.authorRantamäki, Milla
dc.contributor.authorNärhi, Vesa
dc.contributor.authorAro, Mikko
dc.date.accessioned2022-02-28T11:54:39Z
dc.date.available2022-02-28T11:54:39Z
dc.date.issued2022
dc.identifier.citationKyttälä, M., Björn, P. M., Rantamäki, M., Närhi, V., & Aro, M. (2022). Exploring pre-service special needs teachers’ assessment conceptions and assessment self-efficacy. <i>European Journal of Special Needs Education</i>, <i>Early online</i>. <a href="https://doi.org/10.1080/08856257.2021.2021871" target="_blank">https://doi.org/10.1080/08856257.2021.2021871</a>
dc.identifier.otherCONVID_104187700
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/80003
dc.description.abstractThis 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesEuropean Journal of Special Needs Education
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherassessment conception
dc.subject.otherassessment self-efficacy
dc.subject.otherpre-service special educational needs teacher
dc.titleExploring pre-service special needs teachers’ assessment conceptions and assessment self-efficacy
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202202281724
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineErityispedagogiikkafi
dc.contributor.oppiaineSpecial Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.relation.issn0885-6257
dc.relation.volumeEarly online
dc.type.versionpublishedVersion
dc.rights.copyright© 2022 the Authors
dc.rights.accesslevelopenAccessfi
dc.subject.ysoarviointi
dc.subject.ysoerityisopettajat
dc.subject.ysoopettajankoulutus
dc.subject.ysooppilasarviointi
dc.subject.ysoerityisopetus
dc.subject.ysominäpystyvyys
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p7413
jyx.subject.urihttp://www.yso.fi/onto/yso/p14593
jyx.subject.urihttp://www.yso.fi/onto/yso/p10746
jyx.subject.urihttp://www.yso.fi/onto/yso/p7111
jyx.subject.urihttp://www.yso.fi/onto/yso/p6984
jyx.subject.urihttp://www.yso.fi/onto/yso/p39320
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1080/08856257.2021.2021871
jyx.fundinginformationThis work was supported by Ministry of Education and Culture, Finland. [grant number OKM/JY/79/592/2018].


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Except where otherwise noted, this item's license is described as CC BY-NC-ND 4.0