Teacher professionalisation through the use of a digital diagnostic tool in settings with different forms of additional support
Résumé
As teachers do not implement formative assessment practices frequently, there is a need for support. To understand how this may be realised, we investigated in which ways teachers show professionalisation in the work with a digital formative assessment tool in different support settings. In the analysis of six teacher interviews from three treatment groups, we found that all teachers show a form of professionalisation by applying and enlarging different facets of their professional knowledge leading to a reflection on or change in their teaching practices. Hereby, the attendance in a professional development session as well as an engagement with the test items and didactical explanations provided by the tool allow for similar forms of teachers' professionalisation.
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