Exploration of Prospective Teachers' Perception of Practices of Assessment Competence Learned During Teacher Education Program

Abstract

Education is considered the most significant instrument for changing all cultures' political, cultural, financial, social, and environmental spheres. Various actors shape a civilized society, but the teacher is the most significant agent in changing the framework of education and society. The current study explored the teachers’ perception of practices of assessment competencies and utilization of learning resources during teacher education programs. The study used a mixed-methods approach with an exploratory sequential design. Using phenomenology, a qualitative research approach was employed in the first phase, and a survey research design in the second phase to attain the perspectives of individuals. The population of the current study was the prospective teachers of two public and two private universities enrolled in the Bachelor of Education degree programs. Convenience sampling was used. Four hundred forty-five prospective Teachers were chosen from both public and private universities. The data were collected through semi-structured interviews and self-developed questionnaires. Thematic analysis was used for qualitative data analysis, while SPSS version 20 with descriptive and inferential statistics was used to analyze the quantitative data. The findings of the study indicate that there is no significant difference in competency practices based on gender and sector. The one significant difference was observed in the competencies of in-service teachers, who had higher mean scores in specific competency practices than prospective teachers. This variable should be the focus of research, and orientations should be scheduled following the perceived shortage of future instructors.