Abstract

The objective of this research was to evaluate the learning management and learning assessment abilities of preservice teachers in the Mathematics field. Additionally, it aimed to provide guidelines for the development of these abilities. The study group consisted of 34 practicum teacher students, 34 mentor teachers, and 14 experts. Data collection tools included evaluation forms and interviews. Descriptive statistics, such as means and standard deviations, were employed for quantitative data analysis, while content analysis was utilized for qualitative data analysis. The research findings indicated that the preservice teachers possessed a high level of learning management ability, with an average self-assessment score of 4.02 and an average mentor assessment score of 3.98. However, their learning assessment ability is relatively lower, with an average self-assessment score of 3.96 and an average mentor assessment score of 3.50. Guidelines for development include promoting inspiration and adjusting mindsets about mathematics learning management. The study also recommended intensive practical training in both simulated situations and intensely real situations. In terms of learning assessment development, diversifying assessment methods for improvement and providing creative constructive feedback is suggested.

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