Difference between revisions of "Ekstroem2013"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=Anna Ekström; | + | |Author(s)=Anna Ekström; |
|Title=Epistemic positioning and frameworks for participation: Learning to assess objects of craft in teacher education | |Title=Epistemic positioning and frameworks for participation: Learning to assess objects of craft in teacher education | ||
|Tag(s)=EMCA; Peer assessment; Teacher education; Participation framework; Epistemic positioning; Interaction; | |Tag(s)=EMCA; Peer assessment; Teacher education; Participation framework; Epistemic positioning; Interaction; | ||
| Line 9: | Line 9: | ||
|Journal=Learning, Culture and Social Interaction | |Journal=Learning, Culture and Social Interaction | ||
|Volume=2 | |Volume=2 | ||
| − | |Pages= | + | |Number=4 |
| − | | | + | |Pages=277–292 |
| + | |URL=https://www.sciencedirect.com/science/article/abs/pii/S2210656113000603 | ||
| + | |DOI=10.1016/j.lcsi.2013.10.002 | ||
|Abstract=This study investigates peer assessment in teacher education with a focus on the interactive organisation of such activities. As part of teacher education, peer assessment is not only used in teaching and learning of subjectmatter, but can also serve as a learning exercisewhere assessment competences are taught and attended to. In peer assessment, students engage in educational activities under conditions that differ from other classroom interaction: while participating in the activities as students, they are at the same time involved in teaching and assessing their peers — activities commonly associated with teachers. Studying this kind of educational activity places a focus on participation and interactional positions: to what extent are students able to participate in this kind of activity as teachers and in what ways do they orient towards their positions as students? The analyses show a multi-dimensional interactive organisation with both dynamic and static components. Interactional arrangements with shifting participation frameworks and changing interactive positions are at work simultaneously as a more stable organisational pattern related to educational interaction. | |Abstract=This study investigates peer assessment in teacher education with a focus on the interactive organisation of such activities. As part of teacher education, peer assessment is not only used in teaching and learning of subjectmatter, but can also serve as a learning exercisewhere assessment competences are taught and attended to. In peer assessment, students engage in educational activities under conditions that differ from other classroom interaction: while participating in the activities as students, they are at the same time involved in teaching and assessing their peers — activities commonly associated with teachers. Studying this kind of educational activity places a focus on participation and interactional positions: to what extent are students able to participate in this kind of activity as teachers and in what ways do they orient towards their positions as students? The analyses show a multi-dimensional interactive organisation with both dynamic and static components. Interactional arrangements with shifting participation frameworks and changing interactive positions are at work simultaneously as a more stable organisational pattern related to educational interaction. | ||
}} | }} | ||
Latest revision as of 06:00, 5 December 2019
| Ekstroem2013 | |
|---|---|
| BibType | ARTICLE |
| Key | Ekstroem2013 |
| Author(s) | Anna Ekström |
| Title | Epistemic positioning and frameworks for participation: Learning to assess objects of craft in teacher education |
| Editor(s) | |
| Tag(s) | EMCA, Peer assessment, Teacher education, Participation framework, Epistemic positioning, Interaction |
| Publisher | |
| Year | 2013 |
| Language | English |
| City | |
| Month | |
| Journal | Learning, Culture and Social Interaction |
| Volume | 2 |
| Number | 4 |
| Pages | 277–292 |
| URL | Link |
| DOI | 10.1016/j.lcsi.2013.10.002 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This study investigates peer assessment in teacher education with a focus on the interactive organisation of such activities. As part of teacher education, peer assessment is not only used in teaching and learning of subjectmatter, but can also serve as a learning exercisewhere assessment competences are taught and attended to. In peer assessment, students engage in educational activities under conditions that differ from other classroom interaction: while participating in the activities as students, they are at the same time involved in teaching and assessing their peers — activities commonly associated with teachers. Studying this kind of educational activity places a focus on participation and interactional positions: to what extent are students able to participate in this kind of activity as teachers and in what ways do they orient towards their positions as students? The analyses show a multi-dimensional interactive organisation with both dynamic and static components. Interactional arrangements with shifting participation frameworks and changing interactive positions are at work simultaneously as a more stable organisational pattern related to educational interaction.
Notes
