Teachers Expanding Pedagogical Content Knowledge: Learning about Formative Assessment Together

Autor/in	Wilson, Nance S.
Titel	Teachers Expanding Pedagogical Content Knowledge: Learning about Formative Assessment Together
Quelle	In: Journal of In-service Education, 34 (2008) 3, S.283-298 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-4587
Schlagwörter	Formative Evaluation; Collegiality; Program Effectiveness; Middle School Teachers; Pedagogical Content Knowledge; Professional Development; Cooperation + Suchen Sie Ihr Suchwort? Kollegialität; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Co-operation; Kooperation
Abstract	The present study explores the ways in which participating in a study group helped five US middle school teachers alter their construction of knowledge. The members came together to improve their knowledge on assessment for learning in response to school-level and district-level pressures. The analysis was a recursive review of teacher statements and actions in the study group as well as the classroom through the lens of pedagogical content knowledge. The support and collegiality of the group demonstrates how collaborative groups can develop professional growth. The examination of the data looked at how participation in a study group focused on assessment for learning changed the structure of pedagogical content knowledge for participating teachers and what components of the study group led to those changes. (Contains 2 tables and 1 figure.) (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