e-Intervention to boost trainee teachers’ peer assessment and reflective practice

This presentation informs on the progression of the first outcome of an action research that was conducted with a cohort of trainee teachers studying on the postgraduate initial teacher education programme (PGDE) at the University of Bolton (UK). The research focused on the impact of formative assessment strategies (peer and self-assessment) embedded in the course on pre-service trainee teachers’ learning and teaching skills.

One of the main findings of this study, was the considerable impact of learning cultures on the ways the trainees implemented formative assessment strategies in their practice. As part of the ‘interventions’, the authors suggested the development of an interactive video to facilitate the understanding of good/best practices, as well as to promote collaborative discussions among trainee teachers on how to enhance their teaching skills.

The presentation will report on the progression of this initial e-Intervention, and possible ways forward to strengthen the trainee teachers’ confidence and skills towards not only peer-assessment activities but also self-assessment and reflective approaches.