Topic and aims
The aim of this paper is to analyse the interactions and communications in an international and intercultural context, between teachers and moderators engaged in a professional learning and development online platform, in order to investigate how such teacher engagement may support teachers’ practices for social justice and inclusion. A particular emphasis is on teachers' practices of assessment in primary and secondary education. The study is based on an analysis of the content of an online professional learning community (OPLC) created by the Council of Europe's Pestalozzi program for the professional development of teachers. This platform hosts 2000 education professionals (teachers, teacher trainers, researchers, school psychologists, school heads, Ministry of Education staff, etc.) from 50 European countries. The studied Continuing Professional Development (CPD) programme is a teacher-as-researcher based approach, grounded in the concept of an "inclusive Europe". The OPLC aims to foster the development of democratic participation, respect for diversity and the strengthening of social cohesion (Council of Europe, 2016) within the daily practice of teaching. Members meet once - sometimes twice - in face-to-face training, then continue to work online during the training period, and even beyond if they choose to integrate the online community in the longer term in order to engage with peers and moderators in professional and conversational training activities.
Theoretical framework
The formative approach aims to develop and foster professional development and teacher collaboration (Fullan & Hargreaves, 2016). The authors situate the study in a perspective of social learning in digital settings and in international, intercultural contexts. Based on conversational activity (McPhee, 2015; Laurillard, 2002; Bakhtin, 1981) - in an ecosystem based on principles of distributed cognition in an international context (Hildreth et al., 1999) - teachers contributions exist in relation to understandings that have developed through other historic, social and cultural contexts (Adie, 2011). Participants share, through the daily workings on the platform, stories of what happens in the seminars, courses they attend or organise, or in the classroom they teach, especially when they try out new methods thus “transforming the training into informed and competent actions through their practice” (Mompoint-Gaillard, 2014).
The authors seek to explore how teachers’ representations of assessment models and principles such as formative assessment, assessment for, or as learning (Siarova, et al. 2017; Coombs et al. 2016; Bennet, 2011; Assessment Reform Group, 2002) are seen as relevant for promoting education for and through democracy. This exploration is based on the analysis of a hundred and fifty postings organized in threads (Järvelä et al., 2016; Hull, & Saxon, 2009; Audran, et al., 2000; Daele & Charlier, 2006).
Research questions:
In order to identify representations and patterns in teachers' approaches to classroom assessment that supports a democratic education and how these are formed in the OPLC, the authors explore participants’ discourse on their practice as well as the way they co-construct conceptual understandings and practical knowledge within both the situated context of their classroom teaching and that of the OPLC. The study is guided by the following three research questions:
- What are the sub-themes, emerging within the conversational professional development community, about assessment that is appropriate for developing democratic competences among students and fostering a culture of democracy in schools?
- What are some of the tensions observed in teachers' discourse when it comes to experimenting with innovation in assessment for an inclusive and democratic education?
- How do teachers, engaged in this form of CPD, co-construct their assessment practice, their sense of agency and subsequently some part of their professional identity?
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