“Signature Pedagogies” on Assessment and Evaluation in Teacher Education

Abstract

Our study identified the pedagogical routines regarding the assessment and evaluation of pre-service teachers. A document analysis, a questionnaire-based inquiry, and several interviews were conducted in order to investigate the surface structure of the signature pedagogies involved in teacher education and training. The findings highlight that pre-service teachers have a traditional mindset regarding assessment, as a result of signature pedagogies imprinted in their formation, patterns of industrial school from the beginning of the 20th century.