Vocational Education and Training Teachers Developing Classroom Assessment Strategies Through Teacher Innovation

Abstract

This paper is based on an intervention study that aimed to explore how teachers participating in a structured PLC were supported when working with innovation that sought to improve classroom assessment strategies. Findings indicated that presenting a bureaucratic structure for the PLCs, like action learning and inquiry models, helped teachers to structure their planning, but analysis also revealed that action traps may hinder innovations that challenge teachers' current practice theories and teachers' learning processes need to be developed in cases where new practice theories are necessary for improvement. Leaders attending PLCs