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- W4385399135 abstract "Teachers’ conceptions of assessment are powerful in influencing the quality of their teaching practices. In the New Zealand (NZ) context, there has been substantial research into preservice teachers’ conceptions of assessment. However, research on preservice Chinese language teachers’ conceptions of assessment have rarely been investigated. Against this background, this study examined how preservice Chinese language teachers’ assessment conceptions changed during a one-year initial teacher education (ITE) programme in NZ. This study employed focus group interviews with seven preservice Chinese language teachers, studying for a 1-year, graduate qualification for secondary teaching in NZ. A thematic analysis was employed to analyse the data from the focus group interview. The findings demonstrated that while preservice Chinese language teachers deepened their understanding and shifted their negative attitudes toward assessment by the conclusion of the ITE programme, their conceptions of assessment were also influenced by their personal beliefs as well as by micro and macrolevel factors. The findings also highlight the interaction between the preservice Chinese language teachers’ prior assessment beliefs and their current assessment experiences, suggesting that they need continuous support from micro and macro levels to reflect on assessment conceptions and practices." @default.
- W4385399135 created "2023-07-31" @default.
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- W4385399135 date "2023-01-01" @default.
- W4385399135 modified "2023-09-27" @default.
- W4385399135 title "Preservice Chinese Language Teachers’ Conceptions of Assessment in New Zealand" @default.
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- W4385399135 doi "https://doi.org/10.1007/978-3-031-35475-5_13" @default.
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