IRMA-International.org: Creator of Knowledge
Information Resources Management Association
Advancing the Concepts & Practices of Information Resources Management in Modern Organizations

The Influence of Professional Development on Primary Teachers' TPACK and Use of Formative Assessment

The Influence of Professional Development on Primary Teachers' TPACK and Use of Formative Assessment
View Sample PDF
Author(s): Drew Polly (The University of North Carolina – Charlotte, USA), Christie Martin (University of South Carolina, USA), Chuang Wang (The University of North Carolina – Charlotte, USA), Richard Lambert (The University of North Carolina – Charlotte, USA), David K. Pugalee (The University of North Carolina – Charlotte, USA)and Catharina W. Middleton (East Carolina University, USA)
Copyright: 2018
Pages: 24
Source title: Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-5631-2.ch081

Purchase

View The Influence of Professional Development on Primary Teachers' TPACK and Use of Formative Assessment on the publisher's website for pricing and purchasing information.

Abstract

Formative assessment continues to be heralded as a high-leverage teaching practice that has empirical links to student achievement. This chapter describes the design and influences of a year-long professional development project focused on supporting primary grades teachers' with formative assessment skills in mathematics. The professional development was a blended format that included face-to-face workshops as well as classroom-based activities that were presented and facilitated through an online asynchronous format. Findings from the study indicated that teachers' enacted evidence of various aspects of TPACK, but there was variance in terms of how teachers implemented pedagogies. Implications for the design of professional development focused on formative assessment include the need to situate teachers' learning in their classroom, and provide ongoing multiple modes of support to help teachers enact formative assessment practices.

Related Content

Serra De Arment, Taryn Goodwin Traylor. © 2024. 24 pages.
Kara Rosenblatt, Adriana Frates, Haidee Jackson. © 2024. 29 pages.
Sarah Southey, Todd Simkover. © 2024. 25 pages.
Tori Jesse. © 2024. 21 pages.
Laura K. Sibbald, Carol Rogers-Shaw, Karen Krainz-Edison, Sara Sanders Gardner, Cindy Lowman-Stieby. © 2024. 23 pages.
Marilyn Keller, Ambra E. Sherrod. © 2024. 22 pages.
Gretchen Stewart, Elizabeth Doone. © 2024. 35 pages.
Body Bottom