A theory-based framework for intermediate phase preservice language teachers’ application of transformative assessment practices

Abstract

Limited studies illustrate the significance of a transformative perspective on pre-service teachers’ assessment practices during their study in higher education institutions (HEIs). As such, the need to prepare pre-service teachers for the transformative realities of the workplace has been widely acknowledged as a crucial element of contemporary teacher education. Therefore, this conceptual article aims to provide a transformative theory-based elucidation on assessment practices and their application by intermediate-phase pre-service language teachers (IPPLTs). Having applied transformative learning theory (TLT) and a narrative literature review (NLR), this article proposes a transformative theory-based framework (TTbF) that HEIs can apply to equip IPPLTs with transformative assessment practices (TAPs) during their training and teaching practice sessions. The findings reveal that transformability, transformative-targeted interventions, and adaptive capacity can be valuable takeaways for IPPLTs’ professional development in applying TAPs. The study recommends that IPPLTs consider applying the TTbF to strengthen their ability to implement TAPs in schools.