Bridging the Distance in Teacher Education: Teachers’ Perspectives on Process-Based Assessment

This paper reports on a research project in which a group of teachers in a pre-school teacher education programme based at a “satellite” study centre in a distant rural area used a student-centred learning approach as a means to bridge the distance in the social relationship. A qualitative approach was taken that aimed to develop a greater understanding of the teacher-student relationship through research questions addressing the student role, the learning process and the assessment process. A didactical design for process-based assessment was developed and structured into three phases involving questions about the students’ previous knowledge, reflections and learning. Data were collected through in-depth interviews. The material was analysed using inductive thematic analysis. The underpinning principles of power and control were helpful for understanding the social relations in the teacher-student relationship in this online context. The results indicate a conflict between the studentcentred curriculum and traditional beliefs in the teacher-student relationship.