Stimulating Reflection in Students: How Teachers Develop Their Role by Negotiated Assessment

• In Event: Portfolio Reflection and Interpretation for Professional Development

Abstract

The aim of the present study is to gain a more comprehensive understanding of how teachers learn during a negotiated assessment trajectory which is aimed at developing teachers’ competences pertaining to stimulating reflection in students.
During three individual conversations between a teacher and a coach, the teacher and the coach negotiated about the teachers’ learning goals, -activities, and -outcomes.
The opinions of the teachers and their coaches about the negotiations in the assessment procedure were diverse. Many coaches experienced dilemma’s with the negotiations, especially about the interpersonal relationship.
Furthermore, the amount of learning outcomes was stable during the trajectory. The reported learning outcomes were mainly focused on ‘change in teachers’ knowledge, beliefs and attitude’, and on ‘change in teachers’ practice’.

Authors

• Christel Verberg, ICLON-Leiden University

• Dineke Tigelaar, Leiden University

• Nico Verloop, Leiden University