Teachers’ Talk about Group Work Assessment before and after Participation in An Intervention

Content Provider	Semantic Scholar
Author	Chiriac, Eva Hammar Frykedal, Karin Forslund
Copyright Year	2019
Abstract	Previous research has shown that teachers use an indistinct vocabulary, employ few concepts, and expose an embryonic professional language when talking about group work assessment, thus indicating a lack of a professional language. Building on Granstrom’s three different modes of language use everyday, pseudo-meta- and meta-language, the purpose of this article was to examine the teachers’ use of languages when talking about group work assessment. Specifically, if and how teachers’ use of modes of languages are influenced by them partaking in 1) a study about assessment in group work and 2) in an intervention in form of a short educational session. Data were gathered from interviews with eight teachers working in years five and eight in five Swedish compulsory schools and analysed both qualitatively and quantitatively. The results revealed that all of the teachers use Granstom’s mode of languages to a varying degree when talking about assessment in cooperative situations. A core finding was that intervention in the form of a short education influenced the teachers’ way of talking in a positive way. By participating in the intervention, the teachers developed and expanded their mode of language, thereby promoting the use of a common professional language about group work assessment.
Starting Page	2045
Ending Page	2068
Page Count	24
File Format	PDF HTM / HTML
DOI	10.4236/ce.2019.109149
Volume Number	10
Alternate Webpage(s)	http://liu.diva-portal.org/smash/get/diva2:1366286/FULLTEXT01.pdf
Alternate Webpage(s)	https://doi.org/10.4236/ce.2019.109149
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article