What Do Teachers Think They Want? A Comparative Study of In-Service Language Teachers' Beliefs on LAL Training Needs

Autor/inn/en	Vogt, Karin; Tsagari, Dina; Spanoudis, Georgios
Titel	What Do Teachers Think They Want? A Comparative Study of In-Service Language Teachers' Beliefs on LAL Training Needs
Quelle	In: Language Assessment Quarterly, 17 (2020) 4, S.386-409 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2020.1781128
Schlagwörter	Beliefs; Assessment Literacy; Educational Needs; Language Teachers; English (Second Language); Elementary School Teachers; Secondary School Teachers; Context Effect; Comparative Education; Teacher Education; Teacher Collaboration; Correlation; Foreign Countries; Germany; Greece + Suchen Sie Ihr Suchwort? Belief; Glaube; Educational need; Bildungsbedarf; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Vergleichende Erziehungswissenschaft; Lehrerausbildung; Lehrerbildung; Lehrerkooperation; Korrelation; Ausland; Deutschland; Griechenland
Abstract	The purpose of the study was to investigate English language teachers' perceptions of assessment, their language assessment literacy (LAL) levels and their training needs. 113 teachers from Germany and 379 teachers from Greece completed a survey questionnaire. The data were analyzed through a series of RM ANOVAs, correlation analyses, and confirmatory factor analysis. Data from interviews with 25 German and 20 Greek teachers were used as supporting qualitative data. The results indicated that teachers use similar constructs in their assessment and in their conceptualisations of LAL but their perceived training needs differed depending on their educational contexts. The interviews helped identify deeper insights into contextual factors. The paper discusses the importance of context in assessment and offers recommendations for teacher education programmes in language assessment literacy that are context responsive. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01