Expectancy-Value Theory as an Explanatory Theory for the Effect of Professional Development Programmes in Formative Assessment on Teacher Practice

Autor/inn/en	Boström, Erika; Palm, Torulf
Titel	Expectancy-Value Theory as an Explanatory Theory for the Effect of Professional Development Programmes in Formative Assessment on Teacher Practice
Quelle	In: Teacher Development, 24 (2020) 4, S.539-558 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Palm, Torulf)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2020.1782975
Schlagwörter	Expectation; Value Judgment; Theories; Professional Development; Formative Evaluation; Assessment Literacy; Program Effectiveness; Achievement Need; Teacher Motivation; Mathematics Teachers; Grade 4; Grade 7; Classroom Techniques; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Expectancy; Erwartung; Werturteil; Theory; Theorie; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; School year 04; 4. Schuljahr; Schuljahr 04; School year 07; 7. Schuljahr; Schuljahr 07; Klassenführung; Ausland; Schweden
Abstract	Research has identified characteristics of professional development programmes (PDPs) that are important for accomplishing change in teachers' practice and student achievement. However, these characteristics do not predict and guarantee the outcomes of a specific PDP. In the present study the authors investigated whether the expectancy-value theory of achievement motivation can be used to explain teachers' change of practice. Through teacher interviews and questionnaires the authors investigated why randomly selected year-7 teachers, after participating in a PDP on formative assessment, changed their practice in ways identified in an earlier study, and why these changes differed from those of year-4 teachers participating in a similar PDP. The results show that expectancy-value theory can be used to explain both the schoolyear-7 teachers' changes in practice, and why the PDP for the year-7 teachers produced different outcomes in teacher practice than the parallel PDP, with the same general design features, did for the year-4 teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01