Document Type

Article

Publication Date

2023

DOI

10.20880/kler.2023.58.5.139

Publication Title

Korean Language Education Research

Volume

58

Issue

5

Pages

139-172

Abstract

This study explores the epistemological beliefs of pre-service elementary teachers in Korean language education and their impact on performance assessment task planning. Grounded in the correlation between teachers’ beliefs and instructional approaches, the research aims to redefine Schommer’s (1990) epistemological dimensions in tasks designed by pre-service teachers. Data from 150 participants were analyzed quantitatively and qualitatively, revealing three belief-based clusters: Naive (24.7%), Mixed (51.3%), and Sophisticated (24.0%). Task planning patterns in all groups focus on individual perspective analysis and selfreflection. The Mixed group emphasizes related readings, exposing participants to various perspectives. In contrast, the Naive group employs diverse tasks in multiple sessions, emphasizing critical interpretation and real-life situations. The Sophisticated group chooses perspectives from given texts, relying on textbooks or worksheets. Understanding how these beliefs are shaped or regulated during the assessment task planning informs the intersection of educational philosophy and practical application, laying the groundwork for well-informed educational practices and a nuanced understanding of epistemological beliefs.

Rights

© 2023 Korean Language Education Association.

Published under a Creative Commons Attribution-NonCommercial 3.0 Unported (CC BY-NC 3.0) License.

Comments

Bibliographic information:

2713-699X (ISSN), 1225-8571 (ISSN-L)

Proper journal title: 국어교육학연구, Gugeo gyoyukak yeongu

ORCID

0000-0003-1087-3713 (Yu)

Original Publication Citation

Cheon, H., & Yu, S. (2023). Unveiling pre-service teachers epistemological beliefs in the planning of korean language assessment. Korean Language Education Research, 58(5), 139-172. https://doi.org/10.20880/kler.2023.58.5.139

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