Supporting Teacher Assessment Identity Development: A Narrative Inquiry
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Authors
Ge, Jenny Jiacheng
Date
Type
thesis
Language
eng
Keyword
Teacher education , Assessment identity , Teacher identity , Professional identity development
Alternative Title
Abstract
Preparing student teachers for their classroom assessment responsibilities is a key component of initial teacher education (ITE) programs. However, recent studies have shown that ITE programs should focus on developing student teachers' assessment identity in addition to their assessment literacy (Xu & Brown, 2016). Following seven student teachers on their journey through an ITE program, this qualitative, mixed-methods study examined the ways in which teacher assessment identity can be developed over time. Identity was conceptualized as narrative (e.g., Mead, 1932) and dialogical (e.g., Akkerman & Meijer, 2011) to consider the personal dimensions (e.g., values, beliefs, prior experiences) that have been found to mediate assessment learning and practice (Brown, Lake, & Matters, 2011). Data collection took place over five sessions between September 2020 to July 2021. Data were collected using interviews, focus groups, and a digital scrapbook into which participants could upload assignments and reflections, with a focus on understanding participants' identities as narrative and dialogical. Interviews and focus groups were supported by photo elicitation exercises. All data were analyzed using NVivo to identify emergent themes in response to the research questions. Results showed that student teachers experienced tensions between and within their personal, teacher, and assessor I-positions as they engaged with assessment learning and practice. These tensions could be negotiated through various iterative and simultaneous processes, including gaining knowledge, exploring and experimenting with agency, perspective-taking, experiencing affirmation from others, reflecting on and recognizing the self, and making connections between identities. Negotiating and resolving tensions led to identity development which manifested in the development of new identities and more nuanced identities, changes in existing identities, repositioning between identities, and the integration of identities. Recommendations for ITE programs on cultivating teacher assessment identity, as well as for educational programs more broadly on supporting role-specific identity development, are discussed in detail.
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Attribution 4.0 International
Queen's University's Thesis/Dissertation Non-Exclusive License for Deposit to QSpace and Library and Archives Canada
Proquest PhD and Master's Theses International Dissemination Agreement
Intellectual Property Guidelines at Queen's University
Copying and Preserving Your Thesis
This publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owne
Queen's University's Thesis/Dissertation Non-Exclusive License for Deposit to QSpace and Library and Archives Canada
Proquest PhD and Master's Theses International Dissemination Agreement
Intellectual Property Guidelines at Queen's University
Copying and Preserving Your Thesis
This publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owne