Effects of formative assessment programmes on teachers’ knowledge about supporting students’ reflection

Objective: In the past decade, several authors have advocated that formative assessment programmes have an impact on teachers’ knowledge. Consequently, various requirements have been proposed in the literature for the design of these programmes. Only few studies, however, have focused on a direct comparison between programmes with respect to differences observed in their effect on teachers’ knowledge. Therefore in this study we explored the impact of three formative assessment programmes on teachers’ knowledge about supporting students’ reflection. Methods: Our study was carried out in the domain of vocational nursing education. Teachers were assigned to an expertise-based assessment programme, a self-assessment combined with collegial feedback programme, or a negotiated assessment programme. We scored the verbal transcriptions of teachers’ responses to video vignette interviews in order to measure their knowledge in a pre- and post-test. Multilevel regression analyses were performed to investigate differences in teachers’ knowledge between the three programmes on the post-test; potential moderating effects of pre-test scores, contextual and individual factors were controlled for. Findings: The knowledge of teachers participating in the expertise-based assessment programme was significantly higher than that of teachers participating in the self-assessment combined with collegial feedback programme. Furthermore, the findings indicate that for professional learning, not only the approach to formative assessment is an important variable, but also the extent to which (a) teachers are intrinsically motivated and (b) they experience a high degree of collegiality at their school.Teaching and Teacher Learning (ICLON

A typology of educational democratic values: perspectives from teachers and students in Vietnamese secondary schools

Educational democratic (ED) values and their manifestation in school are related to the school context and the socio-political-cultural setting. In-depth interviews were conducted with nine participants, including two principals, four teachers, and three students in two secondary schools in Da Nang city, Central Vietnam. The participants indicated sixteen ED values, either instrumental (e.g., friendliness, autonomy) or terminal (e.g., fairness, equality). These ED values can be recognized in both formal and informal school spaces. The findings shed light on the Vietnamese stakeholders’ views on ED values, their manifestation, and their contribution to the democratic school, which could be a premise for further exploring stakeholders’ democratic commitment in the Vietnamese educational context.Teaching and Teacher Learning (ICLON

The Intercultural Identities of Nonnative English Teachers: An Overview of Research Worldwide

Nonnative-English-speaking teachers who teach English as a second or foreign language (ESL/EFL) can play an important role in the promotion of intercultural competence and often have an advantage over native-English-speaking ESL/EFL teachers because they once were language learners and more aware of the difficulties that students can encounter. Therefore, a better understanding is needed of nonnative ESL/EFL teachers in language-and-culture teaching contexts. Research on how these teachers view themselves in relation to two or more cultural groups, i.e., teachers’ intercultural identities is useful in this respect, but has been scarce. In the present study, we systematically reviewed 21 studies on the intercultural identities of nonnative ESL/EFL teachers. Our study provides insight in key characteristics of these teachers’ intercultural identities, factors in the formation of these teachers’ intercultural identities, inconsistencies in studies to date, and directions for further research.Teaching and Teacher Learning (ICLON

The intercultural identities of nonnative English teachers: An overview of research worldwide

Nonnative-English-speaking teachers who teach English as a second or foreign language (ESL/EFL) can play an important role in the promotion of intercultural competence and often have an advantage over native-English-speaking ESL/EFL teachers because they once were language learners and more aware of the difficulties that students can encounter. Therefore, a better understanding is needed of nonnative ESL/EFL teachers in language-and-culture teaching contexts. Research on how these teachers view themselves in relation to two or more cultural groups, i.e., teachers’ intercultural identities is useful in this respect, but has been scarce. In the present study, we systematically reviewed 21 studies on the intercultural identities of nonnative ESL/EFL teachers. Our study provides insight in key characteristics of these teachers’ intercultural identities, factors in the formation of these teachers’ intercultural identities, inconsistencies in studies to date, and directions for further research.Teaching and Teacher Learning (ICLON

Understanding vocational teachers’ professional development in work placement: learning goals, activities, and outcomes

This study provides an insight into the professional development of vocational teachers within the context of work placement, a continuing professional development programme situated in the industry. Learning goals, activities, and outcomes have been described based on vocational teachers’ learning experiences in this programme. We conducted interviews with 27 secondary vocational teachers from China and 5 of these participants completed digital logs. Seven categories of learning activities were identified, of which learning from others with and without interaction were the most common categories, while mentoring was more frequently perceived as an important category than others. Moreover, there were 8 types of learning goals and 12 types of learning outcomes reported. The participants preferred teaching and working knowledge and skills as their learning goals more than beliefs and attitudes with respect to learning from work placement. Intentions for teachers’ practice were concentrated on the school, collegial, and classroom practice levels. Regarding the perceived relationship between learning activities and outcomes, mentoring and learning from others with interaction were connected with all or almost all learning outcomes. The occupational knowledge and skills were frequently generated from all identified activities except reflecting. Limitations and theoretical and practical implications are discussed.Teaching and Teacher Learning (ICLON

Thế nào là một trường học dân chủ? Khái niệm và sự thực thi các giá trị: tôn trọng, công bằng và tự chủ trong trường học từ quan điểm so sánh = What is a democratic school?: The concept and implementation of respect, equity, and autonomy in Vietnamese high schools from a comparative perspective

Teaching and Teacher Learning (ICLON

Principles for school student participation in pre-service teacher action research: a practice architecture’s perspective

This study focuses on pre-service teachers’ views of the conditions that foster their participatory action research practices in secondary schools and on how these conditions can inform the development of a teacher education program for a participatory approach. By using the Theory of Practice Architectures as an analytical lens, eight cases of participatory action research projects were studied at two interrelated sites of pre-service teachers’ learning: the teacher education institute and the internship school. Findings shed light on the conditions for fostering participatory action research practices in a teacher education context in terms of three kinds of arrangements, i.e. cultural-discursive, material-economic, and social-political. Based on the findings, a set of 17 principles for supporting participatory research practices is presented that can be used to assess the viability of preservice teachers’ participatory action research within a teacher education program, and that also supports a well-aligned institute-school collaboration.Teaching and Teacher Learning (ICLON

Naar een betere mondelinge taalvaardigheid, het belang van feedback!

Naar een betere mondelinge taalvaardigheid Het belang van feedback   Spreken kun je leren- maar hoe ontwikkelen leerlingen die vaardigheid nu precies tijdens de lessen Nederlands? Deze HSN-bijdrage richt zich op lopend promotieonderzoek naar de relatie tussen feedback en de ontwikkeling van mondelinge taalvaardigheid in de bovenbouw van havo en vwo. In deze bijdrage wordt stilgestaan bij de meest gebruikte lesmethodes die  docenten gebruiken op het gebied van spreekvaardigheid en de inzet  van feedback en reflectie. Ook wordt ingegaan op hoe feedback en reflectie worden ingezet bij het leren schrijven. Wat wordt wel en niet behandeld, wat zijn volgens de methodemakers belangrijke adviezen? Zijn er parallellen te vinden in aanpak of juist verschillen? Vervolgens wordt bediscussieerd hoe deze bevindingen passen bij de lespraktijk.      Teaching and Teacher Learning (ICLON

Studeren als recht of voorrecht: wie is er gebaat bij selectie aan de poort?

Teaching and Teacher Learning (ICLON