Australian Journal of Teacher Education
Article Title
Abstract
In this article we focus on how an experiential based approach to teacher learning about assessment for learning (AfL) provided opportunities for teachers to examine: their deep-seated beliefs about effective learning (and teaching); how these beliefs permeated their day-to-day actions and interactions with students, and the consequence of these actions and interactions for student learning. It also pays attention to how teacher self-efficacy in the use of various AfL strategies was developed through a heightened awareness of the beneficial effects of these strategies on teachers’ own learning in particular.
Recommended Citation
Dixon, Helen and Hawe, Eleanor
(2016)
"Utilizing an Experiential Approach to Teacher Learning about AfL: A Consciousness Raising Opportunity,"
Australian Journal of Teacher Education: Vol. 41
:
Iss.
11
, Article 1.
DOI: https://doi.org/10.14221/ajte.2016v41n11.1
Available at:
https://ro.ecu.edu.au/ajte/vol41/iss11/1
Included in
Educational Assessment, Evaluation, and Research Commons, Higher Education and Teaching Commons