Ekstroem2013
| 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 |
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| Tag(s) | EMCA, Peer assessment, Teacher education, Participation framework, Epistemic positioning, Interaction |
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| Year | 2013 |
| Language | English |
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| Journal | Learning, Culture and Social Interaction |
| Volume | 2 |
| Number | |
| Pages | 277-292 |
| URL | |
| DOI | http://dx.doi.org/10.1016/j.lcsi.2013.10.002 |
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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
