Literaturnachweis - Detailanzeige
Autor/inn/en | Vogt, Karin; Tsagari, Dina; Spanoudis, Georgios |
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Titel | What Do Teachers Think They Want? A Comparative Study of In-Service Language Teachers' Beliefs on LAL Training Needs |
Quelle | In: Language Assessment Quarterly, 17 (2020) 4, S.386-409 (24 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1543-4303 |
DOI | 10.1080/15434303.2020.1781128 |
Schlagwörter | Beliefs; Assessment Literacy; Educational Needs; Language Teachers; English (Second Language); Elementary School Teachers; Secondary School Teachers; Context Effect; Comparative Education; Teacher Education; Teacher Collaboration; Correlation; Foreign Countries; Germany; Greece Belief; Glaube; Educational need; Bildungsbedarf; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Vergleichende Erziehungswissenschaft; Lehrerausbildung; Lehrerbildung; Lehrerkooperation; Korrelation; Ausland; Deutschland; Griechenland |
Abstract | The purpose of the study was to investigate English language teachers' perceptions of assessment, their language assessment literacy (LAL) levels and their training needs. 113 teachers from Germany and 379 teachers from Greece completed a survey questionnaire. The data were analyzed through a series of RM ANOVAs, correlation analyses, and confirmatory factor analysis. Data from interviews with 25 German and 20 Greek teachers were used as supporting qualitative data. The results indicated that teachers use similar constructs in their assessment and in their conceptualisations of LAL but their perceived training needs differed depending on their educational contexts. The interviews helped identify deeper insights into contextual factors. The paper discusses the importance of context in assessment and offers recommendations for teacher education programmes in language assessment literacy that are context responsive. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |