Student – Generated Podcasts as an Alternative Reflective Assessment in Teacher Education: a Case Study of Pre-Service Teachers  

Oleh:

Syafi'i, Ahmad

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 3, page 85-88.
Topik: student-generated podcasts; reflective assessment; teacher education
Fulltext: hal 85.pdf (10.99MB)

Isi artikel

Critical reflective teaching has been a goal of English teacher preparation program. Though many English educators have promoted and carried out reflective teaching in their methodology courses, success of such practice has been limited, not sufficiently reflecting what has been desired. It indicates that an innovative reflective teaching needs to be incorporated. Hence, incorporating technology within the whole process is inevitable. Studentgenerated podcasts (reflective podcasts) might be incorporated an alternative reflective teaching assessment. In addition to, podcasts are fairly easy for students to generate using audio recorders and commonly available free compression software. This study explores 10 podcasts produced by 10 preservice English teachers after doing observation in the host school. In the first year, the students are obliged to observe the class. They are asked to monitor the process happening during the teaching and learning process, including the students’ behavior and the teacher’s activities inside the class. The student must be able to explain the same materials they observed before. Therefore, the students are asked to choose any materials they have discussed before. They had to practise to explain those materials in front of their peers. Then record their explanation in the form of podcasts. Student – generated podcasts were self assessed, and shared online in order to invite formative feedback from peers and also lecturers. A range of positive outcomes are reported, whereby students learned about and through podcasting, engaging in reflection, problem solving and interactive formative assessment.

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