TRANSFORMING CLASSROOM DISCOURSE THROUGH DYNAMIC ASSESSMENT IN COLOMBIA
Notice bibliographique
Résumé
Purpose: The study examines the impact of Dynamic Assessment (DA) on teachers' practices in a sixth-grade classroom at Institución Educativa la Normal Superior in Montería, Colombia, focusing on language use, duration, and challenges in group contexts. Theoretical Framework: The study uses educational psychology principles to analyze Dynamic Assessment, focusing on sociocultural theory, Zone of Proximal Development (ZPD), constructivism, and dialogical assessment. It emphasizes collaborative interactions, active engagement, and feedback for student learning. The study aims to examine Dynamic Assessment's effectiveness in promoting student development and learning, based on these theoretical perspectives. Design Methodology Approach: The study uses a mixed-methods approach to investigate the impact of Dynamic Assessment (DA) on teachers' practices. It uses a longitudinal design, spanning three stages before, during, and after DA implementation. Data is collected through observations, video recordings, and interviews. The study adheres to ethical guidelines and uses triangulation to enhance validity. While limitations exist, the study aims to contribute to existing literature on assessment and instructional methodologies. Findings: The study found significant changes in teachers' practices following the implementation of Dynamic Assessment (DA). Teachers used more scaffolding and prompting strategies, adapted their language to students' needs, and fostered a more interactive learning environment. Interaction duration increased significantly, allowing for more in-depth discussions. Teachers reported increased confidence in using DA strategies and emphasized the importance of professional development. However, challenges like managing time constraints and balancing assessment with instructional goals remained. Research, Practical and Social Implications: The study on Dynamic Assessment (DA) in education has significant practical and social implications. It suggests that DA can enhance teaching practices, improve student learning outcomes, promote equity and inclusion, and provide professional development opportunities. Policymakers should consider integrating DA principles into curriculum development and teacher training programs. Further research is needed to explore DA's long-term effects and its potential synergies with other pedagogical approaches. Collaboration between educators, researchers, and community stakeholders can foster more effective learning environments. Originality/Value: The study explores the impact of Dynamic Assessment (DA) on teachers' practices in a Colombian sixth-grade classroom. It uses a mixed-methods approach, examining changes in discourse, interaction patterns, and instructional strategies before and after DA implementation. The research identifies challenges and offers practical implications for educators, emphasizing scaffolding techniques and personalized feedback. It contributes to educational theory and practice by expanding understanding of DA's influence on teaching practices.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».