A Comparative of Didactic Methods in the Classroom and Its Repercussion in Teaching Results

Guerra-Menéndez, Lucía; López, María Victoria Naval; Crilly-Montague, Brian

doi:10.21125/inted.2020.1825

Cited by 1 publication

(1 citation statement)

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“…Moreover, many evaluation methods, such as performance evaluation and mind mapping, are student-centered and can be used to monitor students' learning processes and performance. Thus, they can be considered innovative teaching strategies (Guerra-Menendez et al, 2020;Kruit et al, 2020). This leads to the conclusion that innovative teaching and evaluation strategies are worthy of attention and are a breakthrough in the search for ways to foster pre-service teachers' instructional innovation capabilities.…”

Section: Discussion Of Resultsmentioning

confidence: 99%

Pre-Service Teachers’ Instructional Innovation Capabilities: A Many-Faceted Rasch Model Analysis

Liu,

Sun,

Liu

et al. 2023

Sage Open

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Innovation capability has become a necessary requirement for qualified teachers in the context of informatization. However, the validity and objectivity of existing assessments are unclear. Therefore, this study selected nine researchers to evaluate the instructional innovation capabilities of 60 pre-service teachers from a Chinese normal university. The Many-Faceted Rasch Model (MFRM) was used to measure and analyze the rater severity, difficulty of evaluation criteria, and instructional innovation capability of pre-service teachers. Combined with qualitative analysis, the results showed that most participants had moderate instructional innovation capability, and only certain individuals demonstrated a high level. In addition, innovation related to teaching content and learning activities was easier than innovation related to instructional and evaluation strategies. These results suggest directions for fostering pre-service teachers’ instructional innovation capabilities.

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Section: Discussion Of Resultsmentioning

confidence: 99%