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<p>The practical training of pre-service teachers is crucial for their future success and shapes their professional identity. This mixed-method study explored differences in assessing pre-service teachers’ lessons in hybrid practical training among 58 pedagogical supervisors, 69 teacher trainers, and 75 pre-service teachers. Using a rubric as a pedagogical tool, participants evaluated levels of the SAMR (Substitution, Augmentation, Modification, Redefinition) framework, pedagogical components, and teacher prototypes reflecting their classroom centrality. The study aimed to provide insights into how these groups perceive and assess technology integration and teaching practices, contributing to the improvement of hybrid teacher-training programs. Additionally, the development and application of the assessment rubric enabled a comprehensive analysis of teaching practices across various educational contexts. The findings revealed that pre-service teachers mostly integrated technology at the first two basic levels of the SAMR framework (Substitution, Augmentation).</p>

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Can an Assessment Rubric Encourage Hybrid Teaching in Practicum Settings? Comparing Perspectives of Supervisors, Trainers, and Pre-service Teachers

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年12月15日

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  • Tamar Shamir-Inbal,
  • Alisa Amir,
  • Orit Avidov-Ungar,
  • Shlomit Hadad,
  • Ina Blau

摘要

The practical training of pre-service teachers is crucial for their future success and shapes their professional identity. This mixed-method study explored differences in assessing pre-service teachers’ lessons in hybrid practical training among 58 pedagogical supervisors, 69 teacher trainers, and 75 pre-service teachers. Using a rubric as a pedagogical tool, participants evaluated levels of the SAMR (Substitution, Augmentation, Modification, Redefinition) framework, pedagogical components, and teacher prototypes reflecting their classroom centrality. The study aimed to provide insights into how these groups perceive and assess technology integration and teaching practices, contributing to the improvement of hybrid teacher-training programs. Additionally, the development and application of the assessment rubric enabled a comprehensive analysis of teaching practices across various educational contexts. The findings revealed that pre-service teachers mostly integrated technology at the first two basic levels of the SAMR framework (Substitution, Augmentation).