Acting upon Student Voice-Based Teaching Assessment Initiatives: An Account of Participatory Action Research for Teacher Professional Learning

Autor/inn/en	Finefter-Rosenbluh, Ilana; Berry, Amanda; Ryan, Tracii
Titel	Acting upon Student Voice-Based Teaching Assessment Initiatives: An Account of Participatory Action Research for Teacher Professional Learning
Quelle	In: Journal of Teacher Education, 74 (2023) 5, S.508-521 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Finefter-Rosenbluh, Ilana) ORCID (Berry, Amanda) ORCID (Ryan, Tracii)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/00224871231200278
Schlagwörter	Student Evaluation of Teacher Performance; Action Research; Participatory Research; Faculty Development; Secondary School Teachers; Foreign Countries; Teacher Improvement; Professional Autonomy; Teacher Empowerment; Teacher Attitudes; Australia + Suchen Sie Ihr Suchwort? Projektforschung; Forschungstätigkeit; Ausland; Berufsfreiheit; Lehrerverhalten; Australien
Abstract	Numerous nations implement Student Perception Surveys (SPS) in their schools to assess teaching for student learning improvement. However, research suggests no significant change in teachers' practices following such student voice-based assessment initiatives, noting their struggle to act upon it. Utilizing the "pyramid of student voice" as a key framework, we investigate how a Participatory Action Research (PAR)-based professional development (PD) shapes a group of Australian secondary teachers' interaction with SPS and professional learning. Analyses of the teachers' interviews, research projects, and reflective notes about their use of SPS illustrate how the PAR-based PD informed their practice, specifically: (i) transforming 'survey fatigue' to increased student voice; (ii) contemplating personal, professional, and political entanglements; and (iii) (re)building teacher agency--employing SPS as collective learning tools of professional empowerment rather than accountability measures of teaching. Implications include pathways to strengthen teachers' agency--honoring their professionalism--in assessment spaces increasingly shaped by student voices. (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