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

• In Event: 34.055 - Gaining Support Through Teachers' Professional Networks

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 need the skills to support teachers with the quality of the learning processes, so that teachers learn how to be critical in their inquiries and challenge their practice theories.

Authors

• Bård Knutsen, The Norwegian University of Science and Technology

• Anne Berit Emstad, Norwegian University of Science and Technology