Teacher Adaptive Practices: A Key Factor in Teachers' Implementation of Assessment for Learning

Autor/inn/en	Loughland, Tony; Alonzo, Dennis
Titel	Teacher Adaptive Practices: A Key Factor in Teachers' Implementation of Assessment for Learning
Quelle	In: Australian Journal of Teacher Education, 44 (2019) 7, S.18-30, Artikel 2 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Teaching Methods; Program Implementation; Formative Evaluation; Foreign Countries; Educational Practices; Teachers; Measures (Individuals); Faculty Development; Communities of Practice; Classroom Techniques; Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Bildungspraxis; Lehrer; Lehrerin; Lehrende; Messdaten; Community; Klassenführung; Australien
Abstract	The Assessment for Learning disposition has been long established in the literature as a desirable attribute for teachers. To use the biological metaphor of adaptation, assessment for learning has been argued to be a key base pair on the teacher genome. We argue that the selection of the correct genotype for teachers is not enough. What is needed is empirical confirmation that these genotypes are expressed in the appropriate phenotypes, or teacher practices. The data in this study were generated from interviews that explored the phenotype, or practices, of six teachers who self-selected for the favoured genotype using the Teacher Assessment for Learning Literacy Tool. The findings indicate that the Assessment for Learning genotype was not always expressed in the phenotype, or practices of these six teachers. The selective environmental pressure of the Teacher Assessment for Learning Literacy Tool was not enough to activate plasticity in all the teachers. The implications are that there may need to be a combination of environmental pressures in the form of teacher professional learning interventions using the Teacher Adaptive Practice scale in concert with the Teacher Assessment for Learning Literacy Tool as well as an internal mechanism like a teacher selection tool that discriminates between rigidity and plasticity in a teacher's disposition. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01