INTEGRATING REFLECTIVE AND DIGITAL PEDAGOGIES FOR THE ASSESSMENT OF CREATIVE COMPETENCE IN PRE-SERVICE PRIMARY TEACHER EDUCATION

Abstract

Developing creative competence in pre-service teachers requires assessment approaches that capture reflective thinking, pedagogical decision-making, and the ability to design meaningful learning experiences. However, assessment in teacher education often remains focused on knowledge acquisition rather than on the complex competencies required for professional practice. This paper presents a pedagogical framework for assessing creative competence in pre-service primary teacher education through the integration of reflective and digital pedagogical approaches.

The framework was developed for the course “Primary Education Pedagogy, Innovation and Integration” and combines two complementary methods: Learning from Creative Errors (LCE) and Digital Creative Tool (DCT). The LCE method employs the Problem Solving and Omni-directional Methodology (PSOM) to support systematic analysis of authentic pedagogical situations, while the DCT method draws on the Technological Pedagogical Content Knowledge (TPACK) framework to guide the design of digital learning resources. Assessment is embedded within both methods through structured rubrics, including the Digital Tool Didactic Effectiveness Analysis (DTDEA) instrument and a Padlet-based reflective portfolio system.

The proposed framework is grounded in principles of alignment, embeddedness, iteration, social visibility, and transparency. By integrating analytical, reflective, creative, and digital dimensions of learning, it provides a coherent approach to assessing professional competence in teacher education. The framework offers a transferable model for higher education practitioners seeking to design assessment systems that support the development and documentation of creative competence in future teachers.