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ERIC Number: EJ901121
Record Type: Journal
Publication Date: 2010-Dec
Pages: 14
Abstractor: As Provided
Reference Count: 33
ISSN: ISSN-1354-0602
Teachers' Professional Knowledge Construction in Assessment for Learning
Tang, Sylvia Yee Fan
Teachers and Teaching: Theory and Practice, v16 n6 p665-678 Dec 2010
This article attempts to unpack the complexity of teachers' professional knowledge construction in Assessment for Learning (hereafter, AfL). It presents a qualitative study of a school-based AfL Project which took place in a secondary school in Hong Kong. Thirty lessons video-recorded in the AfL Project and nine teacher interviews conducted after the Project were analyzed. The findings enrich our understanding of professional knowledge construction in four aspects: (1) personal nature of teachers' practical knowledge construction in contrived situations; (2) confined integration of AfL into pedagogical content knowledge in terms of "skill progression that accompanies experience"; (3) more sophisticated integration of AfL into pedagogical content knowledge as "practicalizing theoretical knowledge"; and (4) reflection, conscious deliberation, and "theorizing practical knowledge" associated with more sophisticated professional knowledge integration. Implications for enhancing teachers' professional learning are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong