Knowing What Teachers Know

Gitomer, Drew H.; Zisk, Robert C.

doi:10.3102/0091732x14557001

Cited by 73 publications

(45 citation statements)

References 80 publications

(124 reference statements)

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“…So, this paper argues that, as current calls for accountability increase (Comber & Nixon, ; Hardy, ), teachers need help convincing stakeholders of their professional capability. Capturing evidence of how literature‐based assessment supports ‘worthwhile agency’ (Renshaw, :60) is one way that teachers can demonstrate their enacted knowledge (Edwards, ; Gitomer & Zisk, ).…”

Section: Resultsmentioning

confidence: 99%

“…This paper develops an account of teachers collectively negotiating professional agency “expressed, mediated and directed” (Renshaw, :60) through literature‐based assessment. It examines the interaction of people, educative processes and place allowing knowledge to be studied ‘as it is enacted’ (Gitomer & Zisk, :31). A snapshot of data extracted from a large research study (Simpson, ) provides a concrete example of this process.…”

Section: Introductionmentioning

confidence: 99%

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Teachers negotiating professional agency through literature‐based assessment

Kohls

2017

Literacy

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Research reports teachers around the world currently face major challenges to their professional agency. They face numerous pressures from accountability measures operating in the highly politicised field of literacy education and standardised testing. At the same time international research encourages teachers to design rich assessment tasks engaging students with literary texts. This paper addresses the paradox of policy working against professionalism. It is illustrated with vignettes of data to demonstrate how collective agency driven through teacher inquiry enabled a group of teachers to negotiate their professional accountability with epistemological benefits for their students. Situated in discourse supporting agentive pedagogies, the paper gives an account of a collaborative project in Australia where three primary teachers teaching students aged 10‐12 years worked with an academic research partner to investigate their own teaching practice. The paper takes a sociocultural orientation to literacy research. It examines students' responses to dialogic prompts in Literature Circles framed within a discussion that acknowledges contextual influences on teacher authority. It provides evidence of successful practice that encourages other educators to resist the power dynamics underpinning reductionist assessments of literacy achievement. The negotiation of professional agency is showcased through the teaching of literature in the classroom.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teachers negotiating professional agency through literature‐based assessment

Kohls

2017

Literacy

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“…It is now understood that the teacher's role within these dialogic exchanges can move a student further toward developing communicative language abilities (Thoms, ). As such, the construct of language teacher knowledge will need to be further delineated, researched, and validated (Ball, Thames, & Phelps, ; Gitomer & Zisk, ; Halpin & Kieffer, ; Hlas & Hildebrandt, ; Martin‐Raugh, Reese, Tannenbaum, Steinberg, & Xu, ). Grounded in her work on high‐leverage teaching practices, Kearney noted that “[w]ork must be undertaken to better understand the relationships that link particular approaches to teacher education with subsequent instructional practices and eventually student outcomes” (2015, p. 121).…”

Section: Defining Grand Challenges In Foreign Language Educationmentioning

confidence: 99%

Grand challenges and great potential in foreign language teaching and learning

Hlas

2018

Foreign Language Annals

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This article argues for the field of foreign languages to begin to identify and define our Grand Challenges, which are difficult yet solvable problems facing our field. Seeking answers to these challenges can provide new opportunities for collaboration and can spur new directions and innovation within language learning and teaching. Researchable questions that emerge from these Grand Challenges can form a research trajectory, build community support, and contribute to changing public opinion about the role of languages in greater society.

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“…Given that a shift seems to be observed from studying components of teacher knowledge to investigating tasks of teaching and the knowledge requirements these tasks impose on teachers (cf. Gitomer & Zisk, 2015), the need to develop a comprehensive framework encompassing such tasks and detailing their knowledge requirements for teachers was also underlined. Finally, the merit of employing the different approaches pursued so far to study teacher knowledge was highlighted.…”

mentioning

confidence: 99%

Topic Study Group No. 46: Knowledge in/for Teaching Mathematics at the Secondary Level

Even

Yang

Buchholtz

et al. 2017

Proceedings of the 13th International Congress on Mathematical Education

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The program of TSG 46 focused on three themes:1. Conceptualization and theorization of knowledge in/for teaching mathematics at the secondary level. 2. Methods for measuring, assessing, evaluating and comparing knowledge in/for teaching mathematics at the secondary level. 3. Connections between knowledge and practice of teaching mathematics at the secondary level.The first three sessions centred on the three themes, while the fourth was devoted to summary, discussion and reflections. Below we describe the activities that took place during the four sessions.Session 1: Conceptualization and Theorization of Knowledge in/for Teaching Mathematics at the Secondary Level (Chairs: Nils Buchholtz and Tim Rowland)The problem: A number of international studies investigate the professional knowledge for teaching mathematics at the secondary level and for this purpose draw back on various different theoretical conceptualizations. Within the session the similarities and differences of different conceptualizations were analyzed and discussed, but also the current challenges of these conceptualizations were faced, especially with regard to the interaction between theoretically-assumed knowledge

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Knowing What Teachers Know

Cited by 73 publications

References 80 publications

Teachers negotiating professional agency through literature‐based assessment

Teachers negotiating professional agency through literature‐based assessment

Grand challenges and great potential in foreign language teaching and learning

Topic Study Group No. 46: Knowledge in/for Teaching Mathematics at the Secondary Level

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