期刊論文
Teachers' professional knowledge construction in assessment for learning
- Teachers' professional knowledge construction in assessment for learning
- Teachers and Teaching: Theory and Practice, 16(6), 665-678, 2010
- Routledge
- 2010
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- Hong Kong
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- 1997.7 onwards
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- 中學教育
- 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]
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- 英文
- 期刊論文
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- 13540602
- https://bibliography.lib.eduhk.hk/tc/bibs/68a13b24
- 2010-12-24
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