The role of teacher patience in the implementation of assessment for learning (AfL)
Vignettes from a writing classroom
Bibliographic Data
| ID | 22230528 |
|---|---|
| Authors | Xiaodong Zhang (0000-0001-7216-6542, Beijing Foreign Studies University, corresponding author) |
| Year | 2022 |
| Volume | 9 |
| Issue | 1 |
| Publication date | 2022-10-14 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Humanities and Social Sciences Communications (JOURNAL) |
| Journal identifiers | ISSN: 2662-9992 • E-ISSN: 2662-9992 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1057/s41599-022-01398-9 |
| OpenAlex | W4306195251 |
| Language | EN |
| Citations received | 2 |
| References cited | 27 |
This article discusses a qualitative case study on the role of teacher patience in teachers’ implementation of assessment for learning (AfL). The study was conducted in a Chinese university English writing classroom. Data were collected throughout the semester and included the teacher’s reflections and assessment practices, the reflections and interview excerpts of 18 students, and field notes. The study found that teacher patience emerged at times when students failed to meet the teacher’s expectations, and actively conditioned and fortified the teacher’s implementation of AfL. However, in interacting with contextual variables inside and outside the classroom, teacher patience also demonstrated its dynamic features, waning and then recovering, with its mitigated power passively sustaining the teacher’s AfL. This study affirms the importance and acknowledges the complex fluctuation of teacher patience in sustaining AfL. Therefore, it is suggested that training in patience be made a part of teacher education programs so that student teachers could develop the patience needed to grapple with the complexity of teaching during assessment practices and in other teaching settings
Mathematics education · Patience · Pedagogy · Qualitative research · Sociology · Psychology · Reflective Practices in Education · Social Psychology · Student Assessment and Feedback · Teacher Education and Leadership Studies
Separate Neural Systems Value Immediate and Delayed Monetary Rewards
Working inside the Black Box
Teachers' sense of adaptability
An examination of patience and well-being
Formative assessment
Chinese university EFL teachers’ beliefs and practices of classroom writing assessment
Assessment for learning in constrained contexts
Is Patience a Virtue
Enacting assessment for learning in the induction phase of physical education teaching
The impact of a short-term international experience for preservice teachers
Implementing Assessment for Learning (AfL) in Chinese university EFL classes
How teachers engage with Assessment for Learning
Functional Language Instruction and the Writing Growth of English Language Learners in the Middle Years
Demonstrating Rigor Using Thematic Analysis
| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2024 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |