Teachers' professional knowledge construction in assessment for learning

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5 Citations (Scopus)

Abstract

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 © 2010 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)665-678
JournalTeachers and Teaching: Theory and Practice
Volume16
Issue number6
DOIs
Publication statusPublished - Dec 2010

Fingerprint

teacher
knowledge
learning
deliberation
Hong Kong
secondary school
video
Knowledge Construction
interview
school
experience
Group
Practical Knowledge
Deliberation
Conscious
Secondary School
Professional Learning
Qualitative Study
Progression

Citation

Tang, S. Y. F. (2010). Teachers' professional knowledge construction in assessment for learning. Teachers and Teaching: Theory and Practice, 16(6), 665-678.

Keywords

  • Professional knowledge construction
  • Assessment for learning
  • Continuing professional development
  • In-service teacher education