Challenges and Complexities in Teacher Conceptualization of Dynamic Assessment in the L2 Classroom: A Case Study in Türkiye

Dynamic assessment is a dialectic procedure requiring teachers to assess learners’ progress by paying attention students’ errors while providing graduated prompts help them fix them. Although previous studies have focused on the teachers’ competence in carrying out dynamic assessment, this case study explores conceptualization of two English language teachers. Data were gathered through video-recorded sessions, reflective reports, semi-structured interviews, and classroom observations. Results showed that one reconceptualized her role as prompt provider, other teacher resisted adopting any roles requires. The implies careful consideration personal contextual factors shaping assumptions make change practice.