But Who Trains the Language Teacher Educator Who Trains the Language Teacher? An Empirical Investigation of Chilean EFL Teacher Educators' Language Assessment Literacy

Autor/inn/en	Villa Larenas, Salomé; Brunfaut, Tineke
Titel	But Who Trains the Language Teacher Educator Who Trains the Language Teacher? An Empirical Investigation of Chilean EFL Teacher Educators' Language Assessment Literacy
Quelle	In: Language Testing, 40 (2023) 3, S.463-492 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Villa Larenas, Salomé) ORCID (Brunfaut, Tineke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-5322
DOI	10.1177/02655322221134218
Schlagwörter	Foreign Countries; Second Language Instruction; Language Teachers; Teacher Educators; English (Second Language); Assessment Literacy; Teacher Attitudes; Teacher Education; Language Tests; Student Evaluation; Evaluation Methods; Self Efficacy; Chile + Suchen Sie Ihr Suchwort? Ausland; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Teacher education; Education; Lehrerausbildung; Lehrerbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerverhalten; Language test; Sprachtest; Schulnote; Studentische Bewertung; Self-efficacy; Selbstwirksamkeit
Abstract	Research has shown that language teachers typically feel underprepared for assessment aspects of their job. One reason may relate to how teacher education programmes prepare future teachers in this area. Research insights into how and to what extent teacher educators train future language teachers in language assessment matters are scarce, however, as are insights into the language assessment literacy (LAL) of the teacher educators themselves. Additionally, while increasingly research insights are available on components that constitute LAL, how such components interrelate is largely unexplored. To help address these research gaps, we investigated the LAL of English as a Foreign Language teacher educators in Chile. Through interviews with 20 teacher educators and analysis of their language assessment materials, five LAL components were identified (language assessment knowledge, conceptions, context, practices, and learning), and two by-products of LAL (language assessor identity and self-efficacy). The components were found to interrelate in a complex manner, which we visualized with a model of concentric oval shapes, depicting how LAL is socially constructed (and re-constructed) from and for the specific context in which teacher educators' practices are immersed. We discuss implications for LAL conceptualisations and for LAL research methodology. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01