Communities of Practice for Student Assessment in a South Korean Middle School
Heejung Min 1, Hee Jin Noh 2, Seoung-Hey Paik 2 *
More Detail
1 Eonnam Middle School, Seoul, KOREA
2 Chemistry Education, Korea National University of Education, Cheongju, KOREA
* Corresponding Author

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.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/ejmste/77106

EURASIA J Math Sci Tech Ed, 2017 - Volume 13 Issue 10, pp. 6369-6394

Publication date: 20 Sep 2017

Article Views: 756

Article Downloads: 188

Open Access References How to cite this article