Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/19498
Title: Dialogic feedback as divergent assessment for learning: an ecological approach to teacher professional development
Contributor(s): Charteris, Jennifer  (author)orcid 
Publication Date: 2016
DOI: 10.1080/17508487.2015.1057605
Handle Link: https://hdl.handle.net/1959.11/19498
Abstract: Neoliberal policy objectives perpetuate an audit culture at both school and system levels. The associated focus on performativity and accountability can result in reductive and procedural interpretations of classroom assessment for learning (AfL) practices. Set in a New Zealand AfL professional development context, this research takes an ecological view of teacher learning as a ground-up approach to improving practice. As a framework, this paper brings together an intersubjective conception of professional learning that positions teachers as co-leaders, principles inherent in 'the spirit of AfL', and the notion of 'intelligent accountability' to illustrate evidence-informed teacher agency. It applies divergent and dialogic AfL practices to professional learning that can enable teachers to connect with issues that are most relevant to their practice. Dialogic feedback practices of this nature position teachers as capable, reflexive and resourceful practitioners and decision-makers.
Publication Type: Journal Article
Source of Publication: Critical Studies in Education, 57(3), p. 277-295
Publisher: Routledge
Place of Publication: Australia
ISSN: 1750-8487
1750-8495
Field of Research (FoR) 2008: 130313 Teacher Education and Professional Development of Educators
130202 Curriculum and Pedagogy Theory and Development
Field of Research (FoR) 2020: 390305 Professional education and training
390307 Teacher education and professional development of educators
390102 Curriculum and pedagogy theory and development
Socio-Economic Objective (SEO) 2008: 930102 Learner and Learning Processes
930202 Teacher and Instructor Development
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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