From reflection to analysis: Languaging literacy teaching and learning

Ridley, Jackie; Rowe, Lindsey W.; Borkowski, Marie; Hikida, Michiko

doi:10.1016/j.tate.2022.103634

Cited by 6 publications

(1 citation statement)

References 28 publications

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“…As the field of education moves towards a standards referenced system, so too has the model of evaluation moved from an input to an output model. Teacher preparatory courses are to demonstrate that their candidates have the ability to exercise their professional judgements to 'critically analyse student work in terms of how it is meeting standards' (Ward & McCotter, 2004, p.244) and henceforth showcase their capability to make a positive impact on student learning (Ward & McCotter, 2004;Ridley, Rowe, Borkowski, & Hikida, 2022 ).…”

Section: The Role Of Reflection In Building Professional Judgementmentioning

confidence: 99%

Building Teacher Professional Judgement

Shakra

2022

8th International Conference on Higher Education Advances (HEAd'22)

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The word ‘assessment’ is frightening to most student teachers since it carries with it many negative connotations. Schools of education around the world have stepped up in working on building confidence into preservice teacher candidates. Assessment and data literacy have now come to be common units of study within higher education. Many universities are still calling for a need to enhance these courses through more focus on psychometrics or statistics but missing from these courses is the essence of assessment and teaching in general, teacher judgement and voice. Building credible, reliable and valid teacher judgement begins within schools of education. This article presents a framework to enhance student teacher’s voice within assessment practices. It builds on a Modern Assessment Theory perspective where teacher judgement is a key factor in understanding student learning and presents ways on how this theory of assessment intertwines within reflection and inquiry.

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Section: The Role Of Reflection In Building Professional Judgementmentioning

confidence: 99%

Building Teacher Professional Judgement

Shakra

2022

8th International Conference on Higher Education Advances (HEAd'22)

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Actualization of teaching conceptions in lesson design: how teaching conceptions shape TPACK regarding spherical video-based virtual reality-supported writing instruction

Chen,

Chai,

Jong

2023

Education Tech Research Dev

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The effective application of spherical video-based virtual reality (SVVR) in writing education depends on teachers’ lesson design, which is deeply influenced by their technological pedagogical and content knowledge (TPACK). However, how teaching conceptions, as the fundamental viewpoint that influences teachers’ teaching focuses, shape their TPACK remains uncertain. This study aimed to explore how teachers’ conceptions shape their TPACK regarding SVVR-supported writing instruction. Twenty-one secondary school teachers participated in this study and conducted one semester of SVVR-supported writing lessons. Data were collected through semi-structured interviews, and the interview transcriptions were analyzed using content analysis to explore the association between the teaching conceptions and TPACK. Teaching conceptions were classified into three orientations, namely skill, community, and identity, to reflect the teachers’ teaching focuses. TPACK was classified into three categories, namely Replacement, Amplification, and Transformation, to indicate the levels of integrating SVVR into the writing lessons. The results showed that teachers with students’ identity-focused conceptions shaped their TPACK at the Transformation level of SVVR integration. Teachers with community-focused conceptions developed students’ emotional connections with people and places through their TPACK for deeper writing. Teachers with skill-focused conceptions, on the other hand, shaped their TPACK at the Replacement level that replaced the existing teaching activities and resources with SVVR to teach students writing skills. The findings suggest that teachers may need to shift the conceptions of writing instruction toward identity orientation to develop transformative TPACK.

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