Cargando…
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...
Autores principales: | , |
---|---|
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 |
_version_ | 1784626174792564736 |
---|---|
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. |
format | Online Article Text |
id | pubmed-8725732 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Taylor & Francis |
record_format | MEDLINE/PubMed |
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 |
work_keys_str_mv | AT kimyoungjoon autoethnographyofanoviceteachersassessmentliteracyinelementaryphysicaleducation AT leeokseon autoethnographyofanoviceteachersassessmentliteracyinelementaryphysicaleducation |