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Exploring writing through teachers’ construing and narratives

Conference contribution
Authors Britt Marie Apelgren
Published in The XIIIth European Personal Construct Association Conference, Galzignano Terme, Padua, Italy | July 7th-10th, 2016
Publication year 2016
Published at Department of Education and Special Education
Language en
Keywords personal construct psychology, pedagogical content knowledge, assessment, writing,
Subject categories

Abstract

This paper draws on a research project which was undertaken in order to explore and interpret language teachers’ construing of assessment, in particular formative classroom assessment. The research connects the theory of personal construct psychology (PCP) with the theory of pedagogical content knowledge (PCK) and it highlights the personal nature of teachers’ pedagogical constructions and construing. Underlying assumptions are that teachers construe knowledge in cooperation with others and need to be able to map and understand their pupils’ learning and development. In addition, experiences and personal theories will affect attitudes and the way they anticipate new approaches in teaching and assessing. This implies that teacher pedagogical constructions develop through experience, are influenced by the interaction of different knowledge and beliefs, and comprise of both generalized event-based and story-based memories/narratives. Data consist of repertory grid interviews with 20 Swedish language teachers strategically drawn from a sample of 605 nationally representative teachers. The focus of this paper is on data from the teachers’ construing and narratives of in particular assessment of student writing.

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