Challenges and Complexities in Teacher Conceptualization of Dynamic Assessment in the L2 Classroom: A Case Study in Türkiye

Autor/inn/en	Özdemir-Yilmazer, Meryem; Özkan, Yonca
Titel	Challenges and Complexities in Teacher Conceptualization of Dynamic Assessment in the L2 Classroom: A Case Study in Türkiye
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 25 (2023) 1, S.83-96 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Özdemir-Yilmazer, Meryem) ORCID (Özkan, Yonca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	Evaluation Methods; Student Evaluation; Case Studies; Error Patterns; Second Language Learning; Second Language Instruction; Foreign Countries; Teaching Methods; Teacher Competencies; English (Second Language); Language Teachers; Teacher Attitudes; Video Technology; Cues; Educational Change; Context Effect; Faculty Development; Language of Instruction; State Universities; Turkey + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Case study; Fallstudie; Case Study; Fehlertyp; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrkunst; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Lehrerverhalten; Stichwort; Bildungsreform; Teaching language; Unterrichtssprache; Staatliche Universität; Türkei
Abstract	Dynamic assessment is a dialectic procedure requiring teachers to assess learners' progress by paying attention to students' errors while providing graduated prompts to help them fix them. Although previous studies have focused on the teachers' competence in carrying out the dynamic assessment, this case study explores the dynamic assessment conceptualization of two English language teachers. Data were gathered through video-recorded sessions, reflective reports, semi-structured interviews, and classroom observations. Results showed that while one of the teachers reconceptualized her role as a graduated prompt provider, the other teacher resisted adopting any roles that dynamic assessment requires. The study implies careful consideration of personal and contextual factors shaping teachers' assumptions to make a change in teacher practice. (As Provided).
Anmerkungen	Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: https://revistas.unal.edu.co/index.php/profile/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01