A Case Study of Teacher Learning in an Assessment for Learning Project in Hong Kong

Autor/inn/en	Tang, Sylvia Yee Fan; Leung, Pamela Pui Wan; Chow, Alice Wai Kwan; Wong, Ping Man
Titel	A Case Study of Teacher Learning in an Assessment for Learning Project in Hong Kong
Quelle	In: Professional Development in Education, 36 (2010) 4, S.621-636 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
Schlagwörter	Foreign Countries; Teacher Education; Chinese; English; Second Languages; Secondary Education; Experiential Learning; Pedagogical Content Knowledge; Language Teachers; Student Evaluation; Educational Change; Program Effectiveness; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Lehrerausbildung; Lehrerbildung; China; Chinesen; English language; Englisch; Second language; Zweitsprache; Sekundarbereich; Experiental learning; Erfahrungsorientiertes Lernen; Pädagogische Kompetenz; Language teacher; Sprachunterricht; Schulnote; Studentische Bewertung; Bildungsreform; Hongkong
Abstract	Changes in assessment practices in the direction of assessment for learning (AfL) can be a powerful force to enhance student learning. This article presents a case study of teacher learning in an AfL project in Hong Kong. In the Project, AfL strategies were adopted in Chinese Language and English Language classrooms at the junior secondary level. By examining subject leaders' and classroom teachers' experiences with the project reported in interviews, the paper enriches our understanding of the variations in the subject department contexts of teacher learning, the situatedness of teacher learning in terms of knowledge about student learning, understanding of AfL and curriculum leadership, as well as the relationship between teacher learning and changes in assessment practices. The article concludes with suggestions on fostering subject departments to be expansive environments for teacher professional learning and to be a vehicle of internal change, alerts the importance of integration of AfL into teachers' pedagogical content knowledge and the subject curriculum, and highlights the cultural dimension as an issue for further study in AfL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10