Keywords
assessment literacy
EFL preservice teachers
teacher education
How to Cite
Abstract
Assessment in teacher education has become increasingly learner-centred, and it is now dedicated to reflection and autonomy of preservice teachers. This study investigated the process of self-assessment among preservice teachers of English education in South Korea in the framework of requirements of academic courses and preparations to take the national teacher certification exam. The study employed qualitative thematic analysis based on reflection notes and semi-structured interviews with nine participants. The findings revealed that self-assessment functions in three mutually dependent dimensions in a way that: 1) facilitates professional competence in exam preparation, 2) facilitates metacognitive monitoring of learning, and 3) contributes to the construction of teacher identity. These dimensions identify self-assessment as one of the tools of academic preparedness and a professional development and identity construction process. This study suggests that teacher education programmes should integrate structured self-assessment activities into coursework and teacher certification preparation programmes to promote preservice teachers’ metacognitive awareness, reflective practice, and professional identity formation. The findings also imply that teacher education curricula in South Korea should balance examination-oriented preparation with reflective and identity-based pedagogical training so that preservice teachers can develop academic competence and sustainable professional self-awareness.
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