Learning to Mediate: Teacher Appropriation of Dynamic Assessment

Autor/inn/en	Davin, Kristin J.; Herazo, José D.; Sagre, Anamaría
Titel	Learning to Mediate: Teacher Appropriation of Dynamic Assessment
Quelle	In: Language Teaching Research, 21 (2017) 5, S.632-651 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168816654309
Schlagwörter	Second Language Learning; Second Language Instruction; Faculty Development; Teacher Education; Language Teachers; Student Evaluation; Cues; Teaching Methods; Preservice Teachers; Student Attitudes; Feedback (Response); Evaluation Methods; Foreign Countries; Sociocultural Patterns; Secondary School Teachers; English (Second Language); Statistical Analysis; Teacher Attitudes; Colombia; United States + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerausbildung; Lehrerbildung; Language teacher; Sprachunterricht; Schulnote; Studentische Bewertung; Stichwort; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Ausland; Soziokulturelle Theorie; English as second language; English; Second Language; Englisch als Zweitsprache; Statistische Analyse; Lehrerverhalten; Kolumbien; USA
Abstract	This article examines how four second language (L2) teachers' discursive practices changed as they attempted to implement dynamic assessment (DA) in their classrooms. Classroom artifacts, lesson recordings, and reflections from two pre-service teachers and two in-service teachers, both before and after a professional development series on DA, were included in the analysis. Findings revealed that all teachers' approaches to mediation changed. In Pre-DA lessons, teachers defaulted to recasts when attempting to provide mediation. Following the DA professional development series, all teachers expanded the discursive space by providing more prompts and fewer recasts. However, findings illustrated that the four teachers appropriated DA to varying degrees, suggesting that some may have required additional mediation to appropriate all of the distinguishing features of DA. We discuss implications of these findings for teacher preparation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01