Abstract
Socio-technical imaginaries of preservice teachers are an important area of inquiry that warrants exploration, partly because teachers need to be prepared for teaching in a digital society and partly because they will enter schools and influence education in their own right. In this paper, we examine the socio-technical imaginations of pre-service teachers in relation to future assessments in education. Socio-technical imaginaries reflect values and priorities and play a significant role in fostering agency and ownership in meeting and managing the development of future practices, thus contributing to a higher quality of education and professional development. Pre-service teachers (n=21) were instructed to write journal reflections and narratives during a speculative future intervention as part of a teacher training programme. In this study, we sought to explore how pre-service teachers perceive the role of technology in shaping future educational assessment practices. The data was analysed using thematic analysis and discussed through the lens of Information Systems Artefact. The findings indicate both teacher scepticism and robust agency as digital innovations emerge in the learning landscape. This paper will be valuable for stakeholders aiming to promote responsible digitalisation, educators, and educational researchers interested in understanding and adapting to the evolving landscape of technology in education.
Author Information
Nina Bergdahl, Halmstad University, Sweden
Jeanette Sjöberg, Halmstad University, Sweden
Paper Information
Conference: ECE2023
Stream: Assessment Theories & Methodologies
This paper is part of the ECE2023 Conference Proceedings (View)
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To cite this article:
Bergdahl N., & Sjöberg J. (2023) Assessment Horizons: Pre-service Teacher Expectations on Future Education ISSN: 2188-1162 The European Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1162.2023.95
To link to this article: https://doi.org/10.22492/issn.2188-1162.2023.95
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