Chris Warnock, Jill Duncan
Project-based learning in initial teacher training curricula, considers the value of incorporating visual methodologies and sequential, phased learning to (re)conceptualise undergraduate assessment models. Sequential learning is introduced through a layered concept-mapping process upon a professional poster design. The discussion explores how trainees engage with government expectations and theoretical underpinnings of lesson ideology, as a rationale for effective, professional practice within primary education, articulated through a presentational format. A resultant emphasis upon reflexive student engagement and subsequent student outcomes form key discussion threads. This is suggestive of transferable assessment architypes, which encourage agency and offer added value to professional learning programmes.
Project-based learning, visual methodologies, concept mapping, reflective
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