Assessment for Learning and Teacher Learning Communities: UK Teachers' Experiences

Autor/in	Hargreaves, Eleanore
Titel	Assessment for Learning and Teacher Learning Communities: UK Teachers' Experiences
Quelle	In: Teaching Education, 24 (2013) 3, S.327-344 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2012.713931
Schlagwörter	Foreign Countries; Secondary School Teachers; Teacher Attitudes; Communities of Practice; Faculty Development; Teacher Collaboration; Critical Thinking; Educational Policy; Professional Identity; Inservice Teacher Education; Constructivism (Learning); Interviews; Observation; United Kingdom (London) + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Community; Lehrerkooperation; Kritisches Denken; Politics of education; Bildungspolitik; Lehrerfortbildung; Interviewing; Interviewtechnik; Beobachtung
Abstract	In this paper, I explore the experiences of secondary teachers in four London schools [UK] who participated in Teacher Learning Communities, defined as meetings in which professional learning was supported as they learned about Assessment for Learning (AfL). The claim for these communities is that they lead to sustained improvements in teaching and learning, where the following design principles are adhered to: where leaders respect and value a need that has been identified by participants as of importance to themselves; they are school-based and integral to school operations; there is teacher collaboration; and there is input from within and beyond the school to support teachers' theoretical as well as practical learning. The findings from this research project suggest that Teacher Learning Communities' benefits were compromised specifically: where they were imposed on teachers; where they were not accommodated sufficiently within other school commitments; where leaders were too directive; where meeting formats were adhered to inflexibly; and where practice was emphasized at the expense of theories. My conclusion is that both AfL and Teacher Learning Communities rely for their success on sustained critical reflection among their participants, which can be inhibited where the above limitations apply. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10