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A Study of Criteria for Self-Assessment of Lesson Planning and Teaching Performance
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  • Journal title : The Mathematical Education
  • Volume 55, Issue 2,  2016, pp.171-192
  • Publisher : Korea Society of Mathematical Education
  • DOI : 10.7468/mathedu.2016.55.2.171
 Title & Authors
A Study of Criteria for Self-Assessment of Lesson Planning and Teaching Performance
Kim, Sohyung; Kim, Yongseok; Han, Sunyoung;
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 Abstract
As teachers` competency is evaluated based on their teaching performance. pre-service teachers need to have an opportunity to reflect on themselves by systematically analyzing and evaluating their own lesson planning and teaching performance through self-assessment. In this study, we aimed to examine what evaluation criteria for lesson planning and teaching performance pre-service mathematics teachers consider in the process of self-assessment. This study used a mixed-methods research design. To draw the self-evaluation criteria for lesson planning and teaching performance, pre-service self-reported assessments were analyzed using qualitative analyses. In addition, descriptive statistics were used to investigate the pre-service teachers` distribution across the criteria and check the ratio of pre-service mathematics teachers for each element. As a result, it was disclosed that pre-service mathematics teachers considered eight elements in self evaluating their own lesson planning and teaching performance. In addition, we found that pre-service mathematics teachers tended to consider Pedagogical Content Knowledge (PCK) more than Subject-Matter Knowledge (SMK). Moreover, the results of this study provide educational implications for the curriculum in the pre-service teacher`s education program.
 Keywords
Self-assessment;Meta-cognitive;Mixed method;Pre-service teacher education;
 Language
Korean
 Cited by
 References
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