Looking back on experienced teachers’ reflections: how did pre-service school practice support the development of self-efficacy?

If I experience formative assessment whilst studying at university, will I put it into practice later as a teacher? Formative and shared assessment in Initial Teacher Education (ITE)

“…These problems mentioned by graduates regarding the use of formative assessment systems largely coincide with the disadvantages that, according to Fullan (2002), arise when implementing any form of educational innovation, and for which he proposes the following solutions: (a) mediation with other teachers using professional communities; (b) the encouragement of external agents; and (c) the support of the educational community. Similarly, the work of Meristo, Ljalikova, and Löfström (2013) shows the importance of the cooperation and support of other teachers during the early years as a teacher and how the experience gained during periods of in-school practice in many cases had a significant effect on their professional development, becoming a catalyst for self-reflection.…”

“…It is therefore necessary to be aware of the influence that the teaching and assessment of future teachers has on their careers. Lorente and Kirk (2013) consider that for teachers to be competent in using alternative assessment methods in schools, it is crucially important that they experience such practices during their initial teacher education because, as suggested by Meristo, Ljalikova, and Löfström (2013), sometimes the experiences that trainee teachers have during their in-school practice turn out to be very significant in their subsequent professional careers as teachers. This implies there is a strong argument for undertaking research on the use of alternative assessment practices within ITE courses.…”

Beliefs about teaching held by student teachers and school-based teacher educators

“…Experienced teachers who graduated from universities during the Soviet period have stated that they do not find it difficult to incorporate contemporary teaching practices to promote teaching (Meristo, Ljalikova, & Löfström, 2013). Thus, they implement up-to-date knowledge, communicative strategies and active teaching practices in their instruction relatively more often than younger teachers (Ruus et al, 2008).…”

The Early Years of Teaching: A Cross-Cultural Study of Turkish and Polish Novice English Teachers

“…These journeys, though devoid of definite end-points, resulted in opportunities to help them increase awareness, understand the reasons for problems, and improve their teaching practice accordingly in their unique experiences narrated in critical incidents (Sisson, 2016). Cooperation and socialisation with others were remembered as professional development facilitators, which coincides with the findings of Meristo et al (2013), Pillen et al (2013) and Akcan (2016). Novice teachers developed their understanding teaching through selfquestioning and transferring their previous learning into new contexts.…”

“…Similar to previous studies (Nichols, Schutz, Rodger, & Bilica, 2017;Pillen et al, 2013), this study also found that many novice teachers were often challenged by classroom management problems. In line with the findings of Alsup (2006Alsup ( , 2019, Cohen (2010), Meristo et al (2013) and Sisson (2016), it transpired that when they were able to transform a challenging situation into a positive outcome as in the above cases of Danuta, Aylin, and Sezen, they felt successful and defined the process as "steps on the way to become a teacher". In contrast, being unable to cope with the challenges was often related to the conflict of roles and disconnections between their too much focus on the theory at pre-service level and their real experiences at present (Cohen, 2010).…”