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dc.contributor.authorRønsen, Anne Kristineng
dc.date.accessioned2015-01-29T09:34:58Z
dc.date.available2015-01-29T09:34:58Z
dc.date.issued2013-10-23eng
dc.identifier.issn1941-5257eng
dc.identifier.urihttp://hdl.handle.net/1956/9299
dc.description.abstractBy following a professional development project focusing on enhancing assessment competence amongst teachers, the current study examines how teachers use reflective writing and systematic discussions as tools for developing competence in assessment. More specifically, the article aims at identifying conditions that influence and facilitate reflection over time. The study is a small-scale qualitative study from a Norwegian context, and the analysis draws on nine teachers’ written and oral reflections. The findings suggest that it is possible to identify three closely connected developmental phases in these reflections; describing, explaining and exploring the level of action. By studying the reflection processes throughout these three phases, this paper illuminates various aspects of reflection as a tool in teachers’ professional development.en_US
dc.language.isoengeng
dc.publisherTaylor & Franciseng
dc.relation.ispartof<a href="http://hdl.handle.net/1956/9298" target="blank">Vurdering som profesjonskompetanse: Refleksjonsbasert utvikling av læreres kompetanse i formativ vurdering</a>eng
dc.subjectprofessional developmenteng
dc.subjectreflectioneng
dc.subjectAssessmenteng
dc.subjectteacherseng
dc.titleInfluencing and facilitating conditions for developing reflective assessment practiceeng
dc.typeJournal articleeng
dc.rights.holderCopyright 2013 International Professional Development Association (IPDA)
dc.type.versionacceptedVersioneng
bora.peerreviewedPeer reviewedeng
bora.journalTitleProfessional Development in Educationeng
bibo.volume40eng
bibo.issue3eng
bibo.eissn1941-5265eng
bibo.doihttp://dx.doi.org/10.1080/19415257.2013.836126eng
bora.accessRightsinfo:eu-repo/semantics/openAccesseng
dc.identifier.cristinID1081302eng
dc.identifier.doi10.1080/19415257.2013.836126
dcterms.isPartOfhttp://hdl.handle.net/1956/9298


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