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tandfonline.com – Expectancy-value theory as an explanatory theory for the effect of professional development programmes in formative assessment on teacher practice

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”:

ABSTRACT

Research has identified characteristics of professional development programmes (PDPs) that are important for accomplishing change in teachers’ practice and student achievement. However, these characteristics do not predict and guarantee the outcomes of a specific PDP. In the present study the authors investigated whether the expectancy-value theory of achievement motivation can be used to explain teachers’ change of practice. Through teacher interviews and questionnaires the authors investigated why randomly selected year-7 teachers, after participating in a PDP on formative assessment, changed their practice in ways identified in an earlier study, and why these changes differed from those of year-4 teachers participating in a similar PDP. The results show that expectancy-value theory can be used to explain both the schoolyear-7 teachers’ changes in practice, and why the PDP for the year-7 teachers produced different outcomes in teacher practice than the parallel PDP, with the same general design features, did for the year-4 teachers.

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Troels Gannerup Christensen

Jeg er ansat som adjunkt hos Læreruddannelsen i Jelling, hvor jeg underviser i matematik, specialiseringsmodulet teknologiforståelse, praktik m.m. Jeg har tidligere været ansat som pædagogisk konsulent i matematik og tysk hos UCL ved Center for Undervisningsmidler (CFU) i Vejle og lærer i udskolingen (7.-9. klasse) på Lyshøjskolen i Kolding. Jeg er ejer af og driver bl.a. hjemmesiderne www.lærklokken.dk og www.iundervisning.dk, ggbkursus.dk og er tidligere fagredaktør på matematik på emu.dk. Jeg går ind for, at læring skal være let tilgængelig og i størst mulig omfang gratis at benytte.

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