Understanding teachers' approaches to assessment and restorative justice in education Newfoundland and Labrador

Abstract

This study explores the relationship between future and current educators’ approaches to classroom assessment and their restorative justice in education practices in Newfoundland and Labrador. A two-phase triangulation mixed method research design was used in this study to explore the educators’ (both teacher candidates and classroom teachers) approaches to classroom assessment and restorative justice in education. In Phase 1, a survey was distributed to educators (n= 83) to explore their approaches and, in Phase 2, in-depth semi-structured interviews were used (n=7) to deeply explore their approaches to classroom assessment and restorative justice in education. The results of this study showed that (a) teacher candidates’ and classroom teachers’ approaches to classroom assessment and restorative justice in education were not statistically significantly different between groups, (b) teacher candidates’ and classroom teachers’ understanding of the relationship between classroom assessment restorative justice in education were quite different, and (c) both teacher candidates and classroom teachers believed they lacked sufficient knowledge about restorative justice in education, but did not hold similar beliefs regarding classroom assessment. Findings of this study serve to inform the development of teacher education programs, professional development opportunities, and educational policies in Newfoundland and Labrador.