ABSTRACT

The main aim of this study was to investigate how Finnish pre-service special needs teachers’ (N = 134) assessment conceptions, prior academic studies in special education and teaching experience together cluster into different patterns representing different student types. Their assessment conceptions formed three main factors: 1) assessment measures learning, 2) assessment supports teaching and learning, and 3) assessment as a harmful action. All three factors were emphasised differently in each pattern. Assessment conceptions, prior studies, and teaching experience were clustered together in three different patterns: Assessment Criticals, Assessment Positives, and Assessment Cautious. The Assessment Criticals emphasised assessment as a harmful action, and they had fewer prior studies and less teaching experience. The Assessment Positives emphasised assessment for teaching and learning, and they had more prior studies and less teaching experience. Finally, the Assessment Cautious emphasised assessment of learning, and assessment as a harmful action, and they had more studies and more teaching experience. This study shows that relative to national guidelines, students have very different starting points for professional growth during studies. Additionally, this study will discuss the implications for special needs teacher education.

摘要

本研究的主要目的是调查芬兰职前特殊需要教师（N = 134）的评估概念、特殊教育方面的先前学术研究和教学经验如何聚集成代表不同学生类型的不同模式。他们的评估观念形成了三个主要因素：1）评估衡量学习，2）评估支持教与学，3）评估是一种有害的行为。在每种模式中，所有三个因素都以不同的方式强调。评估概念、先前研究和教学经验以三种不同的模式聚集在一起：评估关键、评估积极和评估谨慎。评估批评强调评估是一种有害行为，他们之前的研究和教学经验较少。积极评价者强调对教学和学习的评价，他们有更多的先前研究和较少的教学经验。最后，评估谨慎强调对学习的评估，将评估作为一种有害行为，他们有更多的学习和更多的教学经验。这项研究表明，相对于国家指导方针，学生在学习期间的专业成长起点非常不同。此外，本研究将讨论对特殊需求教师教育的影响。学生在学习期间的专业成长起点非常不同。此外，本研究将讨论对特殊需求教师教育的影响。学生在学习期间的专业成长起点非常不同。此外，本研究将讨论对特殊需求教师教育的影响。