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Autoethnography of a Novice Teacher’s Assessment Literacy in Elementary Physical Education

Purpose: The purpose of this study was to examine how a novice teacher (researcher) has developed his assessment literacy in elementary physical education (PE), and thereby investigating what cultural, micropolitical and sociological factors have impacted on his enactment of assessment literacy. Met...

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Autores principales: Kim, Youngjoon, Lee, Okseon
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Taylor & Francis 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8725732/
https://www.ncbi.nlm.nih.gov/pubmed/33525986
http://dx.doi.org/10.1080/17482631.2021.1882066
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author Kim, Youngjoon
Lee, Okseon
author_facet Kim, Youngjoon
Lee, Okseon
author_sort Kim, Youngjoon
collection PubMed
description Purpose: The purpose of this study was to examine how a novice teacher (researcher) has developed his assessment literacy in elementary physical education (PE), and thereby investigating what cultural, micropolitical and sociological factors have impacted on his enactment of assessment literacy. Method: Adopting autoethnography, this study investigated   theresearcher as a subject and an object of research in the pursuit of extending the personal to the social. The 4 years of narrative data collected from the researcher’s reflective journals, self-recalling, and artefacts on PE assessment were analysed using structural narrative analysis and reiterative process. Findings and discussion: The findings revealed that thenovice teacher developed his assessment literacy in a chronological order: (a) assessment illiterate, (b) assessment literate, and (c) assessment aliterate. The cultural, micropolitical and sociological factors that have impacted on the teachers’ enactment of assessment literacy were discussed: (a) rampant complacency in elementary teaching culture: a bad judge or a good bystander?, (b) uniform culture of grade-level teams, and (c) distorted PE professionalism focusing on “hows”, not “whys”. Conclusion: The novice teacher’s enactment of assessment literacy in elementary PE was not only related to himself but also to the school culture, grade level team, and PE professionalism where he belonged.
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spelling pubmed-87257322022-01-05 Autoethnography of a Novice Teacher’s Assessment Literacy in Elementary Physical Education Kim, Youngjoon Lee, Okseon Int J Qual Stud Health Well-being Empirical Studies Purpose: The purpose of this study was to examine how a novice teacher (researcher) has developed his assessment literacy in elementary physical education (PE), and thereby investigating what cultural, micropolitical and sociological factors have impacted on his enactment of assessment literacy. Method: Adopting autoethnography, this study investigated   theresearcher as a subject and an object of research in the pursuit of extending the personal to the social. The 4 years of narrative data collected from the researcher’s reflective journals, self-recalling, and artefacts on PE assessment were analysed using structural narrative analysis and reiterative process. Findings and discussion: The findings revealed that thenovice teacher developed his assessment literacy in a chronological order: (a) assessment illiterate, (b) assessment literate, and (c) assessment aliterate. The cultural, micropolitical and sociological factors that have impacted on the teachers’ enactment of assessment literacy were discussed: (a) rampant complacency in elementary teaching culture: a bad judge or a good bystander?, (b) uniform culture of grade-level teams, and (c) distorted PE professionalism focusing on “hows”, not “whys”. Conclusion: The novice teacher’s enactment of assessment literacy in elementary PE was not only related to himself but also to the school culture, grade level team, and PE professionalism where he belonged. Taylor & Francis 2021-02-02 /pmc/articles/PMC8725732/ /pubmed/33525986 http://dx.doi.org/10.1080/17482631.2021.1882066 Text en © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. https://creativecommons.org/licenses/by/4.0/This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) ), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Empirical Studies
Kim, Youngjoon
Lee, Okseon
Autoethnography of a Novice Teacher’s Assessment Literacy in Elementary Physical Education
title Autoethnography of a Novice Teacher’s Assessment Literacy in Elementary Physical Education
title_full Autoethnography of a Novice Teacher’s Assessment Literacy in Elementary Physical Education
title_fullStr Autoethnography of a Novice Teacher’s Assessment Literacy in Elementary Physical Education
title_full_unstemmed Autoethnography of a Novice Teacher’s Assessment Literacy in Elementary Physical Education
title_short Autoethnography of a Novice Teacher’s Assessment Literacy in Elementary Physical Education
title_sort autoethnography of a novice teacher’s assessment literacy in elementary physical education
topic Empirical Studies
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8725732/
https://www.ncbi.nlm.nih.gov/pubmed/33525986
http://dx.doi.org/10.1080/17482631.2021.1882066
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