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.
|Journal||Teachers and Teaching: Theory and Practice|
|Publication status||Published - Dec 2010|
CitationTang, S. Y. F. (2010). Teachers' professional knowledge construction in assessment for learning. Teachers and Teaching: Theory and Practice, 16(6), 665-678.
- Professional knowledge construction
- Assessment for learning
- Continuing professional development
- In-service teacher education