Assessing primary school student-teachers' pedagogic implementations in child sexual abuse protection education

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Title Assessing primary school student-teachers' pedagogic implementations in child sexual abuse protection education
Author Goldman, Juliette; Bradley, Graham Leslie
Journal Name European Journal of Psychology of Education
Year Published 2011
Place of publication Netherlands
Publisher Springer
Abstract Teacher-educators need ways of assessing the adequacy of university curriculum and the extent to which student-teachers meet learning objectives. One potentially useful tool is Anderson and Krathwohl’s (Addison Wesley Longman, New York, 2001) theoretical framework, which can be applied to assess student-teachers’ knowledge types and their cognitive processes in critical pre-service curriculum areas such as child sexual abuse and personal safety. This study aims to illustrate the use of Anderson and Krathwohl’s framework in assessing student-teachers’ learning of pedagogies in relation to child sexual abuse and personal safety. Participants were a final year cohort of 122 Bachelor of Education (Primary School) students at an Australian university. Student-teachers’ essays regarding the pedagogical practices that they would implement in teaching about child sexual abuse and personal safety were content analysed using Anderson and Krathwohl’s framework. Pedagogies identified by the student-teachers were unevenly distributed across the cells within the theoretical framework. Well-represented pedagogies tended to reflect mid-level cognitive processes (those of understand, apply, and analyse), and low to midlevel knowledge types (those of factual, conceptual, and procedural). Under-represented were pedagogies reflecting higher-level cognition such as creating (in all four knowledge types) and evaluation (of factual and conceptual knowledge). The findings provide a basis for assessing the adequacy of current university teacher-education curriculum structures. Student-teachers’ understandings of under-used theoretical and pedagogical strategies can be identified as a guide to enhance their cognitive processes and knowledge dimensions. This study illustrates a method that has applicability as a diagnostic and assessment tool across a wide range of pre-service teacher education curriculum areas.
Peer Reviewed Yes
Published Yes
Alternative URI http://dx.doi.org/10.1007/s10212-011-0059-4
Volume 26
Issue Number 4
Page from 479
Page to 493
ISSN 0256-2928
Date Accessioned 2012-01-27; 2012-03-25T23:03:30Z
Research Centre Behavioural Basis of Health; Griffith Health Institute; Griffith Institute for Educational Research
Faculty Arts, Education and Law
Subject Curriculum and Pedagogy Theory and Development; PRE2009-Teacher Education: Primary
URI http://hdl.handle.net/10072/43975
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

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