Contradictions in Teachers' Classroom Dynamic Assessment Implementation: An Activity System Analysis

Autor/inn/en	Sagre, Anamaría; Herazo, Jose David; Davin, Kristin J.
Titel	Contradictions in Teachers' Classroom Dynamic Assessment Implementation: An Activity System Analysis
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 56 (2022) 1, S.154-177 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sagre, Anamaría) ORCID (Herazo, Jose David) ORCID (Davin, Kristin J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.3046
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Student Evaluation; Evaluation Methods; Language Usage; Classroom Techniques; Teacher Student Relationship; Language Teachers; Faculty Development; Teacher Attitudes; Recall (Psychology); Speech Communication + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schulnote; Studentische Bewertung; Sprachgebrauch; Klassenführung; Teacher student relationships; Lehrer-Schüler-Beziehung; Language teacher; Sprachunterricht; Lehrerverhalten; Abberufung
Abstract	Dynamic Assessment (DA) is a procedure that requires teachers to attend to learners' language use, detect inaccuracies, and provide graduated prompting in the moment to support learners in repairing errors (Poehner, 2009). For most teachers, this series of steps represents a significant and complex departure from their typical practice of responding to students' erroneous utterances with recasts (Davin, Herazo, & Sagre, 2016). The present study used an activity system analysis, emerging from Cultural Historical Activity Theory, to examine the contradictions that arose in the practice of three L2 teachers during and following their participation in a professional development series focused on classroom DA. Interviews, stimulated recall, and teachers' reflections were analyzed to explain the contradictions and their resolution. Findings revealed that whereas the three teachers assumed the role of providers of prompts, only one teacher adopted the role of both provider of prompts and assessor, reconceptualizing the object of activity to include assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01