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Title

Teachers' preferences for educational planning: Dynamic testing, teaching' experience and teachers' sense of efficacy

Authors
Bosma, Tirza
Resing, Wilma C.M.
Published in Teaching and Teacher Education. 2012, vol. 28, no. 4, p. 560-567
Abstract This study surveyed a sample of 188 elementary teachers with respect to their preference for information regarding educational planning, in particular information captured with dynamic testing procedures. The influence of teachers' experience and sense of efficacy on teachers' preferences was also investigated. Results indicated teachers' preferences for dynamically gathered information regarding children's learning processes, next to standard information such as a diagnosis. Appreciation for dynamic testing information appeared to be relatively higher for those teachers with longer teaching experience, but not related to teachers' sense of efficacy. Findings are discussed with regard to their implications for both diagnostic and teaching practices.
Keywords Individual educational plansDynamic testingTeachers' preferencesTeachers' experience
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Research group MEtacognition, Dynamic Assessment, Socio-adaptative competences and Inclusion (MEDASI)
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BOSMA, Tirza, HESSELS, Marco G.P., RESING, Wilma C.M. Teachers' preferences for educational planning: Dynamic testing, teaching' experience and teachers' sense of efficacy. In: Teaching and Teacher Education, 2012, vol. 28, n° 4, p. 560-567. https://archive-ouverte.unige.ch/unige:18962

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Deposited on : 2012-03-26

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