Australian Journal of Teacher Education
Article Title
DOI
10.14221/ajte.2016v41n11.1
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, H.,
& Hawe, E.
(2016).
Utilizing an Experiential Approach to Teacher Learning about AfL: A Consciousness Raising Opportunity.
Australian Journal of Teacher Education, 41(11).
http://dx.doi.org/10.14221/ajte.2016v41n11.1
Included in
Educational Assessment, Evaluation, and Research Commons, Higher Education and Teaching Commons