liu.seSearch for publications in DiVA
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Teachers’ Talk about Group Work Assessment before and after Participation in An Intervention
Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences. (Forskningsgruppen för Socialpsykologi)ORCID iD: 0000-0002-7117-5620
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences. Högskolan Väst, Institutionen för Individ och Samhälle.ORCID iD: 0000-0003-1391-3346
2019 (English)In: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 10, no 9, p. 2045-2068, article id 95471Article in journal (Refereed) Published
Abstract [en]

Previous research has shown that teachers use an indistinct vocabulary, employfew concepts, and expose an embryonic professional language whentalking about group work assessment, thus indicating a lack of a professionallanguage. Building on Granström’s three different modes of language useeveryday, pseudo-meta- and meta-language, the purpose of this article was toexamine the teachers’ use of languages when talking about group work assessment.Specifically, if and how teachers’ use of modes of languages are influencedby them partaking in 1) a study about assessment in group work and2) in an intervention in form of a short educational session. Data were gatheredfrom interviews with eight teachers working in years five and eight infive Swedish compulsory schools and analysed both qualitatively and quantitatively.The results revealed that all of the teachers use Granstöm’s mode oflanguages to a varying degree when talking about assessment in cooperativesituations. A core finding was that intervention in the form of a short educationinfluenced the teachers’ way of talking in a positive way. By participatingin the intervention, the teachers developed and expanded their mode of language,thereby promoting the use of a common professional language aboutgroup work assessment.

Place, publisher, year, edition, pages
Scientific Research Publishing, 2019. Vol. 10, no 9, p. 2045-2068, article id 95471
Keywords [en]
Group Work Assessment, Classroom Dialogue, Teachers’ Talk
National Category
Psychology (excluding Applied Psychology) Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-161319DOI: 10.4236/ce.2019.109149OAI: oai:DiVA.org:liu-161319DiVA, id: diva2:1366286
Projects
Assessment of knowledge and skills in group work—an intervention study in everyday classroom practices
Funder
Swedish Research Council, 721 2012-5476Available from: 2019-10-28 Created: 2019-10-28 Last updated: 2019-11-05Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full text

Authority records BETA

Hammar Chiriac, EvaForslund Frykedal, Karin

Search in DiVA

By author/editor
Hammar Chiriac, EvaForslund Frykedal, Karin
By organisation
PsychologyFaculty of Arts and SciencesEducation, Teaching and LearningFaculty of Educational Sciences
In the same journal
Creative Education
Psychology (excluding Applied Psychology)Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf