In recent years, a growing attention has been drawn on student teachers' identity (e.g., Beauchamp & Thomas, 2009; Feng Teng, 2019; Riordan & Farr, 2015) or teachers' identity in teaching (e.g., Duong & Duong, 2020; Li, 2020). Meanwhile, there seems to be less research on teacher identity construction in the context of assessment reform. Additionally, data of many studies in this field are collected by means of stories which are believed to be powerful to learn about teachers' complex internal cognitive process and the selves they present to others in a range of events and circumstances (Barkhuizen, Benson, & Chik, 2014; Connelly & Clandinin, 2006; Freeman & Richards, 1996). In an effort to fill the research gap and spread meaningful stories, the present study adopts the Labovian perspective (Labov & Waletzky, 1967; Labov, 2001) to examine the stories narrated by a university teacher for understanding her identity construction by virtue of changes in assessment regulations and practices. The study is expected to contribute to the body of literature on teacher identity in general and teacher assessment identity in particular, as well as to provide significant inputs for teacher professional development plans in the assessment field.
In recent years, a growing attention has been drawn on student teachers' identity (e.g., Beauchamp & Thomas, 2009; Feng Teng, 2019; Riordan & Farr, 2015) or teachers' identity in teaching (e.g., Duong & Duong, 2020; Li, 2020). Meanwhile, there seems to be less research on teacher identity construction in the context of assessment reform. Additionally, data of many studies in this field are collected by means of stories which are believed to be powerful to learn about teachers' complex internal cognitive process and the selves they present to others in a range of events and circumstances (Barkhuizen, Benson, & Chik, 2014; Connelly & Clandinin, 2006; Freeman & Richards, 1996). In an effort to fill the research gap and spread meaningful stories, the present study adopts the Labovian perspective (Labov & Waletzky, 1967; Labov, 2001) to examine the stories narrated by a university teacher for understanding her identity construction by virtue of changes in assessment regulations and practices. The study is expected to contribute to the body of literature on teacher identity in general and teacher assessment identity in particular, as well as to provide significant inputs for teacher professional development plans in the assessment field.
Room 9 (Building G5, Room 103) VietTESOL International Convention 2022 convention@viettesol.org.vnTechnical Issues?
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