Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/19498
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DC Field | Value | Language |
---|---|---|
dc.contributor.author | Charteris, Jennifer | en |
dc.date.accessioned | 2016-09-26T09:30:00Z | - |
dc.date.issued | 2016 | - |
dc.identifier.citation | Critical Studies in Education, 57(3), p. 277-295 | en |
dc.identifier.issn | 1750-8495 | en |
dc.identifier.issn | 1750-8487 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/19498 | - |
dc.description.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. | en |
dc.language | en | en |
dc.publisher | Routledge | en |
dc.relation.ispartof | Critical Studies in Education | en |
dc.title | Dialogic feedback as divergent assessment for learning: an ecological approach to teacher professional development | en |
dc.type | Journal Article | en |
dc.identifier.doi | 10.1080/17508487.2015.1057605 | en |
dc.subject.keywords | Curriculum and Pedagogy Theory and Development | en |
dc.subject.keywords | Teacher Education and Professional Development of Educators | en |
local.contributor.firstname | Jennifer | en |
local.subject.for2008 | 130313 Teacher Education and Professional Development of Educators | en |
local.subject.for2008 | 130202 Curriculum and Pedagogy Theory and Development | en |
local.subject.seo2008 | 930102 Learner and Learning Processes | en |
local.subject.seo2008 | 930202 Teacher and Instructor Development | en |
local.profile.school | School of Education | en |
local.profile.email | jcharte5@une.edu.au | en |
local.output.category | C1 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.identifier.epublicationsrecord | une-20150818-165620 | en |
local.publisher.place | Australia | en |
local.format.startpage | 277 | en |
local.format.endpage | 295 | en |
local.identifier.scopusid | 84941362707 | en |
local.peerreviewed | Yes | en |
local.identifier.volume | 57 | en |
local.identifier.issue | 3 | en |
local.title.subtitle | an ecological approach to teacher professional development | en |
local.contributor.lastname | Charteris | en |
dc.identifier.staff | une-id:jcharte5 | en |
local.profile.orcid | 0000-0002-1554-6730 | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:19691 | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | Dialogic feedback as divergent assessment for learning | en |
local.output.categorydescription | C1 Refereed Article in a Scholarly Journal | en |
local.search.author | Charteris, Jennifer | en |
local.uneassociation | Unknown | en |
local.identifier.wosid | 000384420600001 | en |
local.year.published | 2016 | en |
local.fileurl.closedpublished | https://rune.une.edu.au/web/retrieve/e36614a9-d147-41c9-9c7c-6a90f4e3c25a | en |
local.subject.for2020 | 390305 Professional education and training | en |
local.subject.for2020 | 390307 Teacher education and professional development of educators | en |
local.subject.for2020 | 390102 Curriculum and pedagogy theory and development | en |
local.subject.seo2020 | 160303 Teacher and instructor development | en |
Appears in Collections: | Journal Article School of Education |
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