Blurb:

In the third DA chapter, ‘Changing Examination Structures within a College of Education: The Application of Dynamic Assessment in Preservice ESOL Endorsement Courses in Florida,’ Erben et al. expand DA principles beyond classroom interactions and describe its use at a programmatic level. Working to meet the state mandated ESOL endorsement requirement for teacher certification in Florida, Erben et al. reformulated a college of education’s examination procedures in order to emphasize mediation and dialogic interaction, as called for by DA. This innovation is ongoing and has already met with success in the college’s key ESOL methodology courses, as evidenced by instructors’ and teachertrainees’ reflections on their experiences with DA. The chapter documents the initial institutional resistance to altering exam procedures as well as gradual acceptance of DA as faculty and students became better acquainted with Vygotskian developmental theory. As the authors point out, their application of DA on such a large scale not only helps university instructors to better understand and support teacher-trainees’ developing abilities but it simultaneously is preparing a new generation of teachers who may employ DA in their own classrooms.