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Examining the Construction of "Teaching Assessment Literacy": A Case Study of Teacher Conceptual Development in Collaborative Research Practice.
- Source :
- Chinese Journal of Applied Linguistics (De Gruyter); Feb2024, Vol. 47 Issue 1, p59-82, 24p
- Publication Year :
- 2024
-
Abstract
- This study explored the trajectory of teacher concept development during collaborative research practice promoted by a university-school partnership teacher development program. Drawing on Vygotsky's and Engeström's notion of concept formation, it examined how a secondary EFL teaching-research officer (TRO) negotiated between scientific and everyday concepts as she co-constructed the research theme "teaching assessment literacy" with mentors and fellow teachers mediated by the program. Multiple sources of data were collected over a span of two years, including six rounds of oral defense and research reporting activities, classroom observations, interviews, journals, and research reports. The analysis showed that the TRO experienced a gradually integrated and transformed path of concept development, and also initiated an expansive learning opportunity for her research participants, triggering collective concept development. While the program played a significant role in providing multi-module facilitating activities, academic-practice joint mentoring and collective scaffolding, more subtle guidance is suggested for the tension-laden process. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 21929505
- Volume :
- 47
- Issue :
- 1
- Database :
- Complementary Index
- Journal :
- Chinese Journal of Applied Linguistics (De Gruyter)
- Publication Type :
- Academic Journal
- Accession number :
- 178212716
- Full Text :
- https://doi.org/10.1515/CJAL-2024-0105