Image of Formative assessment of pre-service English teachers’ perceptions of classroom management skills in Kuwait: a longitudinal study
Penanda Bagikan

Electronic Resource

Formative assessment of pre-service English teachers’ perceptions of classroom management skills in Kuwait: a longitudinal study

Classroom management (CM) and assessment literacy are pivotal both for an optimal learning environment and for teacher retention. However, high attrition rates among novice teachers suggest inadequacies in CM and assessment preparation, particularly in underserved contexts like Kuwait. Motivated to understand how certain cultural contexts, such as that of Kuwait, can require teacher preparation programs to reconceptualize CM and assessment, this study aimed to longitudinally evaluate and track the development of CM perceptions, assessment competencies, and related concerns among pre-service English language teachers in Kuwait. Nine teachers participated in semi-structured interviews at three time points: before their CM course (T1), after their CM course (T2), and after their teaching practicums (T3). Thematic analysis was employed to identify emergent themes and track changes in perceptions. At T1, their perceptions included classroom safety, voice control, and personality traits, while their concerns focused on student engagement, teacher-student age proximity, and basic assessment concepts. At T2, a deeper understanding of CM was demonstrated, alongside concerns about misbehavior management and the implementation of formative assessment. At T3, practice-informed CM comprehension was shown, with teachers implementing various assessment strategies including peer reviews and digital feedback tools. However, despite reported confidence, persistent challenges were revealed in managing linguistically diverse classrooms, integrating educational technology, and aligning formative assessment practices with diverse learning needs. The discrepancy between general confidence and specific post-practicum challenges suggests a need for targeted CM training regarding cultural competency, technology integration, and assessment literacy. Future directions include updating compulsory CM courses with contextualized, practical content that integrates formative assessment strategies to better prepare pre-service teachers for Kuwait’s unique educational system.

Manajemen kelas (CM) dan literasi asesmen sangat penting bagi lingkungan belajar yang optimal maupun retensi guru. Namun, tingkat putus sekolah yang tinggi di kalangan guru pemula menunjukkan kurangnya persiapan CM dan asesmen, terutama di konteks yang kurang terlayani seperti Kuwait. Termotivasi untuk memahami bagaimana konteks budaya tertentu, seperti Kuwait, dapat mengharuskan program persiapan guru untuk mengkonseptualisasikan ulang CM dan asesmen, penelitian ini bertujuan untuk mengevaluasi dan melacak secara longitudinal perkembangan persepsi CM, kompetensi asesmen, dan kekhawatiran terkait di kalangan calon guru bahasa Inggris di Kuwait. Sembilan guru berpartisipasi dalam wawancara semi-terstruktur pada tiga titik waktu: sebelum kursus CM mereka (T1), setelah kursus CM mereka (T2), dan setelah praktik mengajar mereka (T3). Analisis tematik digunakan untuk mengidentifikasi tema-tema yang muncul dan melacak perubahan persepsi. Pada T1, persepsi mereka meliputi keamanan kelas, kontrol suara, dan ciri-ciri kepribadian, sementara kekhawatiran mereka berfokus pada keterlibatan siswa, kedekatan usia guru-siswa, dan konsep asesmen dasar. Pada T2, pemahaman yang lebih mendalam tentang CM ditunjukkan, di samping kekhawatiran tentang manajemen perilaku buruk dan implementasi asesmen formatif. Pada T3, pemahaman CM berbasis praktik ditunjukkan, dengan guru menerapkan berbagai strategi asesmen termasuk tinjauan sejawat dan alat umpan balik digital. Namun, terlepas dari kepercayaan diri yang dilaporkan, tantangan yang terus-menerus terungkap dalam mengelola kelas yang beragam secara linguistik, mengintegrasikan teknologi pendidikan, dan menyelaraskan praktik asesmen formatif dengan kebutuhan pembelajaran yang beragam. Perbedaan antara kepercayaan diri umum dan tantangan pasca-praktikum yang spesifik menunjukkan perlunya pelatihan CM yang terarah terkait kompetensi budaya, integrasi teknologi, dan literasi asesmen. Arah ke depan meliputi pembaruan mata kuliah CM wajib dengan konten praktis yang kontekstual yang mengintegrasikan strategi asesmen formatif untuk lebih mempersiapkan calon guru menghadapi sistem pendidikan Kuwait yang unik.

Ketersediaan

Tidak ada salinan data

Informasi Detail
Judul Seri
Language Testing in Asia
No. Panggil
-
Penerbit
: Springer Nature.,
Deskripsi Fisik
Hal. 1 - 21
Bahasa
English
ISBN/ISSN
22290443
Klasifikasi
NONE
Tipe Isi
text
Tipe Media
computer
Tipe Pembawa
online resource
Edisi
volume 15, Article number: 46
Subjek
Formative assessment
Classroom management
English language teacher
Language teacher education
Pre-service teachers
Teacher well-being
Info Detail Spesifik
-
Pernyataan Tanggungjawab
Versi lain/terkait

Tidak tersedia versi lain

Lampiran Berkas
Komentar
Anda harus masuk sebelum memberikan komentar