Uncovering regulatory responses to assessment beliefs and their influence on preservice science teachers’ learning

Abstract

Background: Assessment beliefs play a central role in the understanding of psychological contributors that influence preservice teachers’ interpretation and understanding of reform-based assessment practices. However, limited attention has been paid to how preservice teachers’ learning is enacted as a regulatory response to assessment beliefs across different stages of teacher education.
Aim: This study aimed to identify characteristics of regulatory responses to the assessment beliefs of first-year and final-year preservice science teachers and to explore how these responses shape preservice science teachers’ learning.
Setting: The study was conducted within a university-based preservice science teacher education programme in South Africa.
Methods: Adopting a hermeneutic-phenomenological qualitative design grounded in self-regulatory theory, data were generated through in-depth interviews and analysed inductively.
Results: The findings revealed subtle differences in the characteristics of regulatory responses to assessment beliefs. Across both groups, self-directed learning (SDL), such as self-awareness of learning limitations, resourcefulness, the application of strategies and intrinsic motivation, was influenced by regulatory responses to reform-based assessment beliefs. The influence of regulatory responses on the belief that assessment is for testing and grading led to passive learning and extrinsic motivation.
Conclusion: The study highlighted the need to develop more reform-based beliefs about assessment among preservice science teachers to enhance the full scope of their SDL.
Contribution: Adopting a hermeneutic-phenomenological qualitative design grounded in self-regulatory theory, data were generated through in-depth interviews and analysed inductively.