Exploring student teachers' active learning through self-assessment, peer assessment and reflection at Rundu Campus at the University of Namibia
Date
2013-03
Authors
Muhapili, Andrew Matumo
Journal Title
Journal ISSN
Volume Title
Publisher
Stellenbosch : Stellenbosch University
Abstract
Student teachers are faced with the challenge of adapting their teaching so as to accommodate active learning through self-assessment, peer assessment and reflection. The objectives of the study were therefore to explore how active learning may be enhanced through self-assessment, peer assessment and reflection. The participants in the study were second- and third-year students at Rundu Campus of the University of Namibia. The research employed a case study design with qualitative data and using a descriptive, contextual approach. Semi-structured interviews, focus-group interviews and observations were utilised to obtain data. Once consent was obtained from the relevant authorities, second- and third-year student teachers were interviewed. Ethical requirements were adhered to throughout the research process. The findings indicated that students had both positive and negative perceptions in respect of self-assessment, peer assessment and reflection in promoting their active engagement in learning. Overall, the findings of the study revealed positive signs that active learning can be enhanced by student teachers through the use of strategies such as self-assessment, peer assessment and reflection. The study also pointed to implications of the research for teacher education practices and possible future research.
Description
Thesis (MPhil)--Stellenbosch University, 2013.
Bibliography
Bibliography
Keywords
Theses -- Education, Dissertations -- Education, Theses -- Curriculum studies, Dissertations -- Curriculum studies, Active learning -- Namibia -- Research, Student teachers -- Rating of -- Namibia, Education -- Evaluation