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Assessment for Learning and Teacher Learning Communities: UK teachers’ experiences

Hargreaves, E; (2013) Assessment for Learning and Teacher Learning Communities: UK teachers’ experiences. Teaching Education , 24 (3) pp. 327-344. 10.1080/10476210.2012.713931. Green open access

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Abstract

In this paper, I explore the experiences of secondary teachers in four London schools [UK] who participated in Teacher Learning Communities, defined as meetings in which professional learning was supported as they learned about Assessment for Learning (AfL). The claim for these communities is that they lead to sustained improvements in teaching and learning, where the following design principles are adhered to: where leaders respect and value a need that has been identified by participants as of importance to themselves; they are school-based and integral to school operations; there is teacher collaboration; and there is input from within and beyond the school to support teachers’ theoretical as well as practical learning. The findings from this research project suggest that Teacher Learning Communities’ benefits were compromised specifically: where they were imposed on teachers; where they were not accommodated sufficiently within other school commitments; where leaders were too directive; where meeting formats were adhered to inflexibly; and where practice was emphasized at the expense of theories. My conclusion is that both AfL and Teacher Learning Communities rely for their success on sustained critical reflection among their participants, which can be inhibited where the above limitations apply.

Type: Article
Title: Assessment for Learning and Teacher Learning Communities: UK teachers’ experiences
Location: AUSTRALIA
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/10476210.2012.713931
Publisher version: http://dx.doi.org/10.1080/10476210.2012.713931
Language: English
Additional information: This is an Author’s Original Manuscript of an article published by Taylor & Francis in Teaching Education on July 9 2013, available online: http://wwww.tandfonline.com/10.1080/10476210.2012.713931.
Keywords: Teacher Learning Community, continuing professional development, assessment for learning, critical reflection, collaboration
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/1471613
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