Pre-service primary teachers’ beliefs about learning, assessment, and grade retention

Authors

DOI:

https://doi.org/10.25757/invep.v12i2.297

Keywords:

Beliefs, Learning, Assessment, Grade retention, Teachers’ training

Abstract

This study aimed to characterize and explore the relationships between future teachers’ beliefs about learning, assessment, and grade retention. One hundred and three students enrolled in primary teacher training (99% female, ages 19 to 49 years) answered a questionnaire. The results indicated that most future teachers had more positive beliefs about the constructivist teaching model than the transmissive one and do not have a formed opinion about the summative or formative assessment. The students presented negative beliefs about grade retention effects on students’ socio-affective development, not having a formed opinion about its effects on performance but believing that it is better when performed at the beginning of schooling. Beliefs regarding grade retention are positively correlated with summative assessment beliefs. The importance of assessing the beliefs of future teachers during their initial training is discussed.

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Author Biographies

Natalie Nóbrega Santos, Centro de Investigação em Educação, ISPA - Instituto Universitário

Doutoranda em Educação pelo ISPA – Instituto Universitário, em associação com a Universidade Nova de Lisboa através das Faculdades de Ciências Sociais e Humanas (FCSH) e Faculdade de Ciências e Tecnologia (FCT), desenvolvendo as suas atividades de investigação no Centro de Investigação em Educação (CIE-ISPA).

Vera Monteiro, Centro de Investigação em Educação, ISPA - Instituto Universitário

Doutorada em Psicologia da Educação pela Faculdade de Ciências da Universidade de Lisboa. Docente no Instituto Universitário (ISPA) e membro do Centro de Investigação em Educação (CIE-ISPA).

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Published

2022-09-28

How to Cite

Nóbrega Santos, N., & Monteiro, V. (2022). Pre-service primary teachers’ beliefs about learning, assessment, and grade retention . Da Investigação às Práticas: Estudos De Natureza Educacional, 12(2), 5–32. https://doi.org/10.25757/invep.v12i2.297

Issue

Vol. 12 No. 2 (2022)

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Artigos

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Copyright (c) 2022 Natalie Nóbrega Santos, Vera Monteiro

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