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Lifelong learning and metacognition in the assessment of pre-service teachers in practice-based teacher education
(Frontiers, 2022-05) Matsumoto Royo, Kiomi; Ramírez Montoya, María Soledad; Glasserman Morales, Leonardo David; Instituto Tecnológico y de Estudios Superiores de Monterrey; Faculty of Education, Universidad del Desarrollo; Institute for the Future of Education; School of Humanities and Education, Tecnologico de Monterrey
Initial teacher education should prepare pre-service teachers to develop effective teaching and lifelong learning tendencies. This study aimed to identify the component to consider in pre-service teachers’ assessment processes that promote lifelong learning and develop metacognition skills. For this, it analyzed how the planned and implemented actions by the teacher educators in Practice-based Teacher Education programs promoted metacognition and lifelong learning in the pre-service teachers. The method was a mixed explanatory sequential design. Quantitative and qualitative instruments were applied. Information was obtained from the learning and assessment resources (72 syllabi and 14 assessment tasks) and pre-service teachers’ opinions (survey: n = 231, interviews: n = 8). The findings identified three main components: (i) authentic and relevant assessment tasks, (ii) prior communication of instructions and evaluation criteria, and (iii) frequent performance-focused feedback from peers and teacher educators during and at the end of assignments. The study results can be valuable in teacher education programs to strengthen assessment processes, promote lifelong learning tendencies, and develop metacognitive skills among the teachers in training.
Opportunities to develop lifelong learning tendencies in practice-based teacher education: Getting Ready for Education 4.0
(2021-11-19) Conget, Paulette; Matsumoto Royo, Kiomi; Ramírez Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de Monterrey
Education 4.0 prepares new generations to develop the skills required to perform in a technological, dynamic, and unpredictable world. The main barrier to implementing Education 4.0 in schools is that teachers have not been trained for it. Given the advances and new resources of the technological field, teacher preparation will be insufficient if it focuses on technological skills but does not incorporate the necessary dispositions for lifelong learning. Universities have the ethicalimperative to update teacher education so teachers can become lifelong learners. The objectiveof this study was to understand whether practice-based curricula offer opportunities to promote lifelong learning tendencies. We used a sequential explanatory method. Quantitative and qualitative instruments were applied to pre-service teachers (survey: n = 231, semi-structured interviews: n = 8), and causal and descriptive approaches were supported by a structural equation model and constant comparative method, respectively. Data triangulation confirmed and added depth to the relationship found. Practice opportunities provided by teacher educators in learning activities and assessment tasks promote curiosity, motivation, perseverance, and self-learning regulation, when they are (i) systematic; (ii) relevant to the classroom work; (iii) presented with clear instructions and effective rubrics; (iv) accompanied with feedback focused on the task, soliciting reflection, and performed by peers and teacher educators in a trustworthy environment. This research may be of value to universities looking to renew their Education 4.0 programs because it shows that practice-based curricula not only transform pre-service teachers into teaching experts but also into lifelong learners
Core practices in practice-based teacher education: A systematic literature review of its teaching and assessment process
(2021-06-10) Ramírez Montoya, María Soledad; Matsumoto Royo, Kiomi; Instituto Tecnológico y de Estudios Superiores de Monterrey
This article presents a systematic review of the literature to identify core practices, teaching strategies and assessment processes used or under development in practice-based teacher education programs. It addresses diverse core practices used in university pedagogy of practice. A finding is that the assessment of students’ learning of core practices remains incipient. Our study contributes to teacher education programs that opt for a practice-based curriculum to further understand teaching and assessment of core practices. This review facilitates progress in constructing common frameworks that support pre-service teachers’ training.

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