Enhancing teachers’ awareness of their instructional talk in the teaching of reading: Differential features of self-assessment
Abstract
Earlier studies of an instructional talk analysis tool (ITAT) showed its value as a tool in teachers' self-assessinent of their talk strategies in teaching reading. This study continues examination of the pedagogic features of self-assessment in developing teachers' awareness of their instructional talk and the strengths of the ITAT as a learning resource. Fifteen participants in a 5-week intensive reading practicum course were randomly assigned to three different self-assessment conditions: (a) ITAT + Debriefing, (b) ITAT Only, and (c) Alternative Tool Only. Discourse analyses and written reflections from each group were analyzed to determine the nature of the teachers' discourse and the learning potential of each condition. Results showed that teachers in the ITAT + Debriefing condition provided more accurate assessments of their talk performance and were more reflective. Those in the ITAT Only condition outperformed those in the Alternative Tool Only condition. Features that appear to enhance self-assessment as a means of professional learning include access to quality discourse analysis tools coupled with opportunities to debrief with colleagues and reflect in writing on one's own talk strategies.
Reference
Roskos, K., & Boehlen, S. (2001). Enhancing teachers' awareness of their instructional talk in the teaching of reading: Differential features of self-assessment. Action in Teacher Education, 22(4), 59-74.
Journal
Action in Teacher Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Graduate and undergraduate
Preservice Sample Size
15
Duration of Data Collection
Data Sources
- Instructional Talk Assessment Tool (ITAT)
- Observations
- reflections
- self-assessment
Data Analysis Tools
- Discourse models (a priori)
- Qualitative Analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
What do these differential features of self-assessment reveal about teachers' awareness of their instructional talk?
Is this research question explicit from the manuscript? Yes
How do these different features impact the potential of self-assessment as a means of professional learning?
Is this research question explicit from the manuscript? Yes