“For L2 teachers to function as transformative intellectuals the intellectual tools of inquiry must permeate all dimensions of their professional development experiences.” (Johnson, 2006, p. 24)

 Paula Golombek, University of Florida,  Davis Reis, The Pennsylvania State University,  6 th International Language Teacher Education Conference--May 30, 2009

 Because of our changed conception of teachers ways of knowing and teacher professional development, assessment of pre-service teachers should harmonize with these conceptions.  DA unifies assessment and development and can be injected into teacher education programs through the use of video protocols.

 Discuss alternative assessments being used  Define DA and its goals  Explain video protocols and what mediational intervention might look like  Look at a data example  Summarize

 Cases (Johnson, 1996)or stories (Johnson & Golombek, 2002)  Professional development schools--team meetings, peer observations, use of cases, and action research (Johnson, 1996; Gebhard, 1998)  Portfolios (Johnson, 1996, 1998).  Teacher research—action research (Edge & Richards, 1993; Burns, 1999), exploratory practice (Allwright, 2003), narrative inquiry (Johnson & Golombek, 2002).

 “that integrates assessment and instruction into a seamless, unified activity for simultaneously assessing and promoting learner development through appropriate forms of mediation that are sensitive to the individual’s (or in some cases a group’s) current abilities. In essence, DA is a procedure for simultaneously assessing and promoting development that takes account of the individual’s (or group’s) zone of proximal development (ZPD)” (Lantolf & Poehner, 2004, p. 50).

 Diagnose/Assess actual level of development of a pre-service teacher  Diagnose/Assess potential level of development of a pre-service teacher  Promote this development (Lantolf & Poehner, 2004)  Mediator=teacher educator  Learner=pre-service teacher

 A teacher is videotaped teaching a routine lesson.  The teacher educator and teacher view the tape.  The teacher educator or the teacher stop the tape when either views a teaching moment to be compelling.  The teacher educator provides some kind of mediation

 Asking leading questions  Modeling  Hints  Suggestions  Explanations  Starting to solve the tasks and asking students to continue (Kozulin & Garb, 2002)  Mediator and learner negotiate the support needed

1P:what could you have done? 2A:and then I could ’ ve said “ did any of the place you circled sound as if they 3were (.5) pronounced (1.0) separately? Sort of like 4P:uh-hm 5 A: physically going at it from the inverse= 6 P:=yeah 7 A:instead of saying “ well did you hear linking? ” 8 P:uh-hm 9A: “ Well did you hear it (.5) did you hear each (.5) word pronounced 10separately, (1.0) did you not hear linking ” (1.0) so if they ’ d say “ no no no 11 it wasn ’ t separate here: 12P:uh-huh= 13A:=y ’ know 14P:that may be going a step ahead of the game= 15A:=yeah 16P:I don ’ t know (1.0) what if you just simply said “ okay let ’ s look at line one 17together ” (.5) “ who can give me an example of linking here ”

18 A:okay 19P:umm (.5) it would be a way to specify the way that the thing is rather 20than like choosing one or another you ’ re focusing attention 21A:yeah 22P: “ does anybody have an example from one ” um (1.5) um 23A: yeah 24P:that would be, that would be one way (1.0) to do [that] 25A: [ “ Did] anyone 26pick any- was anyone able to identify how: two words were being linked 27together in line one (1.0) 28P:uh-hm 29A:something like that 30P:I-II think to draw their attention to line one ra[ther] 31A: [yeah] 32P:than leaving it so: open (1.0) 33A:yeah: 34P:and when things are so: open, 35A:it ’ s a little (.5) not so easy ta figure out what to do 36P:uh-hm (1.0) and so you wanna help them know what to do.

 Provides insights into individual teacher’s pedagogical reasoning and affective concerns, particularly cognitive and emotional dissonance (Golombek & Johnson, 2004)  Allows for mediational intervention that is contingent and responsive to teacher’s needs, or “the right help at the right time” (Verity, 1995)  SR allows teachers to develop alternative idealized activities or conceptualizations, encouraging recontextualizing in practice

 DA is obviously time consuming—number of teachers is an important determiner  DA is not the panacea—use in conjunction with other ways of sense-making and assessment

 Aljaafreh, A. & Lantolf, J. P. (1994). Negative feedback as regulation and second language  learning in the zone of proximal development. The Modern Language Journal, 78. pp  Allwright, D. (2003). Exploratory practice: Rethinking practitioner research in language teacher.  Language Teaching Research, 7, pp  Burns, A. (1999). Collaborative Action Research for English Language Teachers. Cambridge:  Cambridge University Press.  Darling-Hammond L. & Snyder, J. (2000). Authentic assessment of teaching in context.  Teaching and Teacher Education, 16, pp  Edge, J. & Richards, K. (Eds.). (1993). Teachers Develop Teachers Research. Oxford:  Heineman.  Erben, T., Ban, R., & Summers, R. (2008). Changing exam structures within a college of  education: The application of dynamic assessment in pre-service ESOL endorsement courses in Florida. In J. P. Lantolf & M. E. Poehner (Eds.). Sociocultural Theory and the Teaching of Second Languages, (pp ). London: Equinox.

 Gebhard, M. (1998). A case for professional development schools. TESOL Quarterly, 32. pp.   Golombek, P. R. (1998). A Case Study of Second Language Teachers' Personal Practical Knowledge. TESOL Quarterly, 32,  Golombek, P. R. & Johnson, K. E. (2004). Narrative Inquiry as a mediational space: Examining cognitive and emotional dissonance in second language teachers’ development. Teachers and teaching: Theory and practice, 10,  Johnson, K. E. (1996). The role of theory in L2 teacher education. TESOL Quarterly, 30, pp.   Johnson, K. E. (1998). Portfolio assessment in second language teacher education. TESOLJournal, 6, pp

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