0.903
IF
1.06
CiteScore
0.510
SJR
1.062
SNIP
Research paper
 
CC-BY 4.0
 
 

Communities of Practice for Student Assessment in a South Korean Middle School

Heejung Min 1,  
Hee Jin Noh 2,  
 
1
Eonnam Middle School, Seoul, KOREA
2
Chemistry Education, Korea National University of Education, Cheongju, KOREA
EURASIA J. Math., Sci Tech. Ed 2017;13(10):6369–6394
Online publish date: 2017-09-20
Publish date: 2017-09-20
KEYWORDS:
ABSTRACT:
This study examined the interactions of teachers with different professional development (PD) backgrounds in communities of practice (CoPs) formed for student assessment in a South Korean middle school. We analyzed the teachers’ collaborative and reflective processes regarding the development, implementation, and feedback processes for student assessment in two CoPs that each consisted of two middle school science teachers. Two different types of CoP were identified: a routine practice CoP and a challenge practice CoP. The routine practice CoP displayed weak interaction between teachers and poor PD, while the challenge practice CoP displayed stronger interaction between teachers and better PD. These two types of CoP were determined by the mutual respect between the teachers. The results of this study can contribute to the development of teacher PD based on its implications for forming teacher CoPs that induce the active participation of members and the formation of mutually respectful relationships among them.
CORRESPONDING AUTHOR:
Seoung-Hey Paik   
Chemistry Education, Korea National University of Education, Cheongju, Korea
 
REFERENCES (88):
1. Achinstein, B. (2002). Conflict amid community: The micropolitics of teacher collaboration. The Teachers College Record, 104(3), 421–455.
2. Akerson, V. L., Cullen, T. A., & Hanson, D. L. (2009). Fostering a community of practice through a professional development program to improve elementary teachers’ views of nature of science and teaching practice. Journal of Research in Science Teaching, 46(10), 1090–1113.
3. Ball, D., & Forzani, F. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60(5), 497–511.
4. Black, P. J. (1994). Performance assessment and accountability: The experience in England and Wales. Educational Assessment and Policy Analysis, 16(2), 191–203.
5. Carver, C. L., & Katz, D. S. (2004). Teaching at the boundary of acceptable practice: What is a new teacher mentor to do? Journal of Teacher Education, 55(5), 449–462.
6. El-Hani, C. N., & Greca, I. M. (2013). ComPratica: A virtual community of practice for promoting biology teachers’ professional development in Brazil. Research in Science Education, 43, 1327–1359.
7. Clandinin, D. J., Downey, C. A., & Huber, J. (2009). Attending to changing landscapes: Shaping the interwoven identities of teachers and teacher educators. Asia-Pacific Journal of Teacher Education, 37(2), 141–154.
8. Clarke, D. (1996). Assessment. In A. J. Bishop, K. Clements, C. Keitel, J. Kilpatrick, & C. Laborde (Eds.), International handbook of mathematics education (pp. 327–370). Dordrecht, Netherlands: Kluwer Academic.
9. Cochran-Smith, M., & Lytle, S. L. (1993). Inside/outside: Teacher research and knowledge. New York, NY: Teachers College Press.
10. Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249–305.
11. Correa, J. M., Martínez-Arbelaiz, A., & Aberasturi-Apraiz, E. (2015). Post-modern reality shock: Beginning teachers as sojourners in communities of practice. Teaching and Teacher Education, 48, 66–74.
12. Craig, C. J. (2013). Coming to know in the ‘eye of the storm’: A beginning teacher’s introduction to different versions of teacher community. Teaching and Teacher Education, 29, 25–38.
13. Daniel, G. R., Auhl, G., & Hastings, W. (2013). Collaborative feedback and reflection for professional growth: Preparing first-year pre-service teachers for participation in the community of practice. Asia-Pacific Journal of Teacher Education, 41(2), 159–172.
14. Department for Education (2013). National curriculum in England: Science programmes of study.
15. Dobie, T. E., & Anderson, E. R. (2015). Interaction in teacher communities: Three forms teachers use to express contrasting ideas in video clubs. Teaching and Teacher Education, 47, 230–240.
16. Dooner, A. M., Mandzuk, D., & Clifton, R. A. (2008). Stages of collaboration and the realities of professional learning communities. Teaching and Teacher Education, 24(3), 564–574.
17. Erickson, G., Brandes, G. M., Mitchell, I., & Mitchell, J. (2005). Collaborative teacher learning: Findings from two professional development projects. Teaching and Teacher Education, 21(7), 787–798.
18. Falk, A. (2012). Teachers learning from professional development in elementary science: Reciprocal relations between formative assessment and pedagogical content knowledge. Science Education, 96(2), 265–290.
19. Flint, A. S., Zisook, K., & Fisher, T. R. (2011). Not a one-shot deal: Generative professional development among experienced teachers. Teaching and Teacher Education, 27(8), 1163–1169.
20. Friedrichsen, P., Abell, S., Pareja, E., Brown, P., Lankford, D., & Volkmann, M. (2009). Does teaching experience matter? Examining biology teachers’ prior knowledge for teaching in an alternative certification program. Journal of Research in Science Teaching, 46(4), 357–383.
21. Furtak, E., & Heredia, S. C. (2014). Exploring the influence of learning progressions in two teacher communities. Journal of Research in Science Teaching, 51(8), 982–1020.
22. Gao, S., & Wang, J. (2014). Teaching transformation under centralized curriculum and teacher learning community: Two Chinese chemistry teachers’ experiences in developing inquiry-based instruction. Teaching and Teacher Education, 44, 1–11.
23. Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38, 915–945.
24. Gess-Newsome, J., Carlson, J., Berry, A. K., Borowski, A., Fischer, H. E., Radboud, I. H., Kirschner, S., et al. (2013). A report on the PCK Summit: Current and future research directions. Symposium at the annual meeting of the National Association for Research in Science Teaching, Puerto Rico, April 8, 2013.
25. Gess-Newsome, J., Carlson, J., Gardner, A. L., & Taylor, J. A. (2011). Impact of educative materials and transformative professional development on teachers’ PCK, practice, and student achievement. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Orlando, FL, April 6, 2011.
26. Glackin, M. (2016). ‘Risky fun’ or ‘Authentic science’? How teachers’ beliefs influence their practice during a professional development programme on outdoor learning. International Journal of Science Education, 38(3), 409–433.
27. Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher community. Teachers College Record, 103(6), 942–1012.
28. Hashweh, M. Z. (2005). Teacher pedagogical constructions: A reconfiguration of pedagogical content knowledge. Teachers and Teaching, 11(3), 273–292.
29. Hord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Austin, Texas: Southwest Educational Development Laboratory press.
30. Johnston, A., & Settlage, J. (2008). Framing the professional development of members of the science teacher education community. Journal of Science Teacher Education, 19, 513–521.
31. Jones, M. G., Gardner, G. E., Robertson, L., & Robert, S. (2013). Science professional learning communities: Beyond a singular view of teacher professional development. International Journal of Science Education, 35(10), 1756–1774.
32. Kunzman, R. (2003). Religion, ethics and the implications for moral education: A critique of Nucci’s morality and religious rules. Journal of Moral Education, 32(3), 251–261.
33. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
34. Lewis, E. B. (2011). Secondary science teachers’ translation of professional development through affinity- and institution-identity. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Orlando, FL, April 5, 2011.
35. Lewis, E. D, Baker, D. R., & Helding, B. A. (2015). Science teaching reform through professional development: Teachers’ use of a scientific classroom discourse community model. Science Education, 99(5), 896–931.
36. Loughran, J. J. (1996). Developing reflective practice: Learning about teaching and learning through modeling. Washington, DC: Falmer Press.
37. Loughran. J., Mulhall, P., & Berry, A. (2004). In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41(4), 370–391.
38. Louis, K. S., & Marks, H. M. (1998). Does professional community affect the classroom? Teachers’ work and student experiences in restructuring schools. American Journal of Education, 107(4), 532–575.
39. Lumpe, A., Czerniak, C., Haney, J., & Beltyukova, S. (2012). Beliefs about teaching science: The relationship between elementary teachers’ participation in professional development and student achievement. International Journal of Science Education, 34(2), 153–166.
40. Lytle, S., & Cochran-Smith, M. (1992). Teacher research as a way of knowing. Harvard Educational Review, 62(4), 447–475.
41. Lyon, E. G. (2011). Beliefs, practices, and reflection: Exploring a science teacher’s classroom assessment through the assessment triangle model. Journal of Science Teacher Education, 22, 417–435.
42. Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, source, and development of pedagogical content knowledge for science knowledge. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implication for science education (pp. 95–132). Dordrecht, Netherlands: Kluwer.
43. McMillan, J. H. (2001). Secondary teachers’ classroom assessment and grading practices. Educational Measurement: Issues and Practice, 20(1), 20–32.
44. Merriam, S. B. (1988). Case study research in education: A qualitative approach. San Francisco, CA: Jossey-Bass.
45. Mertler, C. A. (2009). Teachers’ assessment knowledge and their perceptions of the impact of classroom assessment professional development. Improving Schools, 12(2), 101–113.
46. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded source book (2nd ed.). Thousand Oaks, CA: Sage.
47. Mitchell, I. (2015). Using collaborative action research to drive educational innovation. Vision for school innovation: Future core competencies. Chung Cheong Region Future Education International Forum: Korea.
48. Morgan, C., & Watson, A. (2002). The interpretative nature of teachers’ assessment of students’ mathematics: Issues for equity. Journal for Research in Mathematics Education, 33(2), 78–110.
49. Munby, H., & Russell, T. (1994). The authority of experience in learning to teach: Messages from a physics methods class. Journal of Teacher Education, 45(2), 86–95.
50. National Research Council. (2012). A framework for K–12 science education: Practices, cross-cutting concepts, and core ideas. Washington, DC: The National Academies Press.
51. National Council of Teachers of Mathematics (NCTM). (1995). Reston, VA: Author.
52. Nickerson, S.D. & Moriarty, G. J. (2005). Professional communities in the context of teachers’ professional lives: A case of mathematics specialists. Journal of Mathematics Teacher Education, 8(2), 113–140.
53. Nilsson, P., & Vikström, A. (2015). Making PCK explicit—Capturing science teachers’ pedagogical content knowledge (PCK) in the science classroom. International Journal of Science Education, 37(17), 2836–2857.
54. Nuthall, G. (2004). Relating classroom teaching to student learning: A critical analysis of why research has failed to bridge the theory–practice gap. Harvard Educational Review, 74(3), 273–306.
55. Park, S., & Chin, Y-C. (2011). Mapping out the integration of the components of pedagogical content knowledge for teaching photo synthesis and heredity. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Orlando, FL, April 5, 2011.
56. Park, S., Oliver, J., & Johnson, T. (2007). Colleagues’ role in the professional development of teachers: Results from a research study of National Board certification. Teaching and Teacher Education, 23, 368–389.
57. Pellegrino, J. W. (2006). Rethinking and redesigning curriculum, instruction and assessment: What contemporary research and theory suggests. Commissioned by the National Center on Education and the Economy for the New Commission on the Skills of the American Workforce.
58. Pilcher, J. K. (2001). The standards and integrating instructional and assessment practices. Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Dallas, TX. (ERIC Document Reproduction Service No. ED451190).
59. Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63(2), 167–199.
60. Pomson, A. D. M. (2005). One classroom at a time? Teacher isolation and community viewed through the prism of the particular. Teachers College Record, 107(4), 783–802.
61. Rytivaara, A., & Kershner, R. (2012). Co-teaching as a context for teachers’ professional learning and joint knowledge construction. Teaching and Teacher Education, 28(7), 999–1008.
62. Sato, M., Akita, K., & Iwakawa, N. (1993). Practical thinking styles of teachers: A comparative study of expert and novice thought processes and its implications for rethinking teacher education in Japan. Peabody Journal of Education, 68(4), 100–110.
63. Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books, Inc.
64. Schweingruber, H. A., Duschl, R. A., & Shouse, A. W. (Eds.). (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, DC: National Academies Press.
65. Secada, W., Fennema, E., Adjian, L. B. (1998). New directions for equity in mathematics education. Cambridge, MA: Cambridge University Press.
66. Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4–14.
67. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 40–14.
68. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
69. So, K. (2013). Knowledge construction among teachers within a community based on inquiry as stance. Teaching and Teacher Education, 29, 188–196.
70. Spradley, J. P. (1980). Participant observation. New York, NY: Holt, Rinehart and Winston.
71. Stern, L., & Ahlgren, A. (2002). Analysis of students’ assessments in middle school curriculum materials: Aiming precisely at benchmarks and standards. Journal of Research in Science Teaching, 39(9), 889–910.
72. Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221–258.
73. Teledahl, A. (2015). Different modes in teachers’ discussions of students’ mathematical texts. Teaching and Teacher Education, 51, 68–76.
74. Thomas, J. A., Pedersen, J. E. (2003). Reforming elementary science teacher preparation: What about extant teaching beliefs? School Science and Mathematics, 103(7), 319–330.
75. Thomas, G., Wineburg, S., Grossman, P., Myhre, O., & Woolworth, S. (1998). In the company of colleagues: An interim report on the development of a community of teacher learners. Teaching and Teacher Education, 14(1), 21–32.
76. Tillema, H. H. (1997). Promoting conceptual change in learning to teach. Asia-Pacific Journal of Teacher Education, 25(1), 7–16.
77. van Driel, J. H. (2010). Model-based development of science teachers’ pedagogical content knowledge. Paper presented at the International Seminar, Professional Reflections, National Science Learning Center, York, February, 2010.
78. van Driel, J. H., & Beijaard, D. (2003). Enhancing science teachers’ pedagogical content knowledge through collegial interaction. In J. Wallace & J. Loughran (Eds.), Leadership and Professional Development in Science Education: New Possibilities for Teacher Learning (99–115). New York, NY: Routledge.
79. van Es, E. A. (2012). Examining the development of a teacher learning community: The case of a video club. Teaching and Teacher Education, 28(2), 182–192.
80. Veal, W. R. (2002). Content specific vignettes as tools for research and teaching. Electronic Journal of Science Education, 6(4), 1–37.
81. Veal, W. R. (2004). Beliefs and knowledge in chemistry teacher development. International Journal of Science Education, 26(3), 329–351.
82. Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91.
83. Wang, X., Kim, B., Lee, J. W. Y., & Kim, M. S. (2014). Encouraging and being encouraged: Development of an epistemic community and teacher professional growth in a Singapore classroom. Teaching and Teacher Education, 44, 12–24.
84. Weiner, B. (2010). The development of an attribution-based theory of motivation: A history of ideas. Educational Psychologist, 45(1), 28–36.
85. Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge, UK: Cambridge University Press.
86. Wenger, E. (2000). Communities of practice and social learning systems. Organization, 7(2), 225–246.
87. Wilson, M. (2012). Responding to a challenge that learning progressions pose to measurement practice. In A. C. Alonzo & A. Wenk Gotwals (Eds.), Learning progressions in science: Current challenges and future directions (pp. 317–343). Rotterdam, The Netherlands: Sense Publishers.
88. Wolf, A. (1990). Testing investigations. In P. Dowling & R. Noss (Eds.), Mathematics versus the national curriculum (pp.137–153). London, UK: Falmer Press.
eISSN:1305-8223
ISSN:1305-8215