Teachers' professional knowledge construction in assessment for learning

Teachers' professional knowledge construction in assessment for learning

• Tang, Sylvia Yee Fan Dept of Education Policy and Leadership, Hong Kong Institute of Education

Teachers and Teaching: Theory and Practice, 16(6), 665-678, 2010

Routledge

2010

• L Educational Measurement & Evaluation
  • LC Academic Achievement Tests

Learning Career Development Teacher Education Education, Secondary Assessment For Learning Continuing Professional Development In-Service Teacher Education Professional Knowledge Construction

• Hong Kong

• 1997.7 onwards

• Secondary Education

This article attempts to unpack the complexity of teachers' professional knowledge construction in Assessment for Learning (hereafter, AfL). It presents a qualitative study of a school-based AfL Project which took place in a secondary school in Hong Kong. Thirty lessons video-recorded in the AfL Project and nine teacher interviews conducted after the Project were analyzed. The findings enrich our understanding of professional knowledge construction in four aspects: (1) personal nature of teachers' practical knowledge construction in contrived situations; (2) confined integration of AfL into pedagogical content knowledge in terms of 'skill progression that accompanies experience'; (3) more sophisticated integration of AfL into pedagogical content knowledge as 'practicalizing theoretical knowledge'; and (4) reflection, conscious deliberation, and 'theorizing practical knowledge' associated with more sophisticated professional knowledge integration. Implications for enhancing teachers' professional learning are discussed.
[Copyright of Teachers and Teaching: Theory and Practice is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13540602.2010.517683]

• English

Journal Articles

• 13540602

• 10.1080/13540602.2010.517683

https://bibliography.lib.eduhk.hk/en/bibs/68a13b24

2010-12-24