Teachers' professional knowledge construction in assessment for learning

Research output: Contribution to journalArticles

6 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

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

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