Teacher-intentionality in lower secondary school under the influence of final assessments in writing literacy

Solveig Troelsen, Thomas Iskov

Publikation: Konferencebidrag uden forlag/tidsskriftKonferenceabstrakt til konferenceForskningpeer review

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Resumé

To what degree do teachers let the final assessments in mother tongue writing literacy influence their didactic intentions and decisions? The presentation refers to a project exploring how teachers perceive and understand the final assessments in writing literacy, as well as the impact of this understanding on teachers’ intentionality and planning practice. The research has been designed as an exploratory, qualitative, phenomenological, and hermeneutical case study of two 9th grade teachers in a Danish secondary school - inspired by Interpretative Phenomenological Analysis (IPA) as presented by Smith, Flowers and Larkin (2009). The main focus is on the teachers’ didactic reflections and attention prior to teaching in class.
The focus of the presentation is twofold: 1) reflecting the theoretical framework of the project and 2) presenting data and preliminary interpretations.
OriginalsprogEngelsk
Publikationsdato28. maj 2015
StatusUdgivet - 28. maj 2015
BegivenhedNofa5: Nordisk Fagdidaktisk Konference - Helsinki Universitet, Helsinki, Finland
Varighed: 26. maj 201529. jun. 2015
Konferencens nummer: 5

Konference

KonferenceNofa5
Nummer5
LokationHelsinki Universitet
LandFinland
ByHelsinki
Periode26/05/201529/06/2015

Emneord

  • Teacher-intentionality
  • didactics
  • assessment
  • teacher’s experience
  • Mother Tongue Education

Citer dette

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Teacher-intentionality in lower secondary school under the influence of final assessments in writing literacy. / Troelsen, Solveig; Iskov, Thomas.

2015. Abstract fra Nofa5, Helsinki, Finland.

Publikation: Konferencebidrag uden forlag/tidsskriftKonferenceabstrakt til konferenceForskningpeer review

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