Language learning, cultural capital and teacher identity: teachers negotiating the introduction of French into the primary curriculum

Woolhouse, Clare; Bartle, Paul; Balmer, Denis; Hunt, E. Joan

doi:10.1080/09571736.2011.635798

Cited by 6 publications

(2 citation statements)

References 7 publications

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“…Broadly speaking, cultural capital can be understood as the cultural resources that are typically accumulated through education and experience. In relation to teaching and assessment, this can be considered as the knowledge, pedagogical skills, and experiences that a lecturer possesses in relation to their subject matter (Woolhouse, Bartle, Hunt, & Balmer, 2013). Research on how various players function within the academic workplace, however, indicates that cultural capital does not derive solely from academic expertise and experience, and that institutions, groups, and the activities within them become sites of struggle that involve norms and power.…”

Section: Some Initial Ideas and Reflectionsmentioning

confidence: 99%

From the individual to the collective: Repositioning assessment as a social practice

Huang,

Govender,

Gachago

2023

Sotls

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Although assessment theorists have long argued that assessment is a contextually located social practice, objectivist and psychometric discourses about assessment persist. The COVID-19 pandemic, in many contexts, unsettled and denaturalised assessment practices, creating a critical disruptive moment. This paper presents a reflection on what this moment might suggest about academics’ assessment beliefs and practices at a research-intensive institution in the Western Cape. Drawing on an institutional survey, we argue that dominant concerns about academic integrity and mark inflation surface discourses of assessment for certification and accountability. Exploring some examples of assessment practices during the emergency remote teaching period at the same institution, we highlight some factors that influence design. Drawing on Bourdieu’s theory of practice, we contemplate the conditions of field and capital that create opportunities for change. We propose that change is contingent on the complex interplay of the capital and habitus of agents, as well as the nature of the field. We reaffirm the case for positioning assessment as a social practice, arguing that this enables the conditions for discussion, negotiation, and scrutiny on the purpose of assessments, what is being valued and not valued, and who is benefiting or being marginalised from particular assessment practices.

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Section: Some Initial Ideas and Reflectionsmentioning

confidence: 99%

From the individual to the collective: Repositioning assessment as a social practice

Huang,

Govender,

Gachago

2023

Sotls

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“…Friesen & Besley, 2013;Pillen et al, 2013;Warner, 2016). Sometimes it is even described as an internal struggle to synthesize the expected with the experienced (Gedik & Ortactepe, 2017;Lampert, 1985;Pillen et al, 2013;Swennen, Jörg, & Korthagen, 2004;Warner, 2016;Woolhouse, Bartle, Hunt, & Balmer, 2013).…”

Section: Introductionmentioning

confidence: 99%

Primary student teachers’ professional identity tensions: The construction and psychometric quality of the professional identity tensions scale

Hanna

Oostdam

Severiens

et al. 2019

Studies in Educational Evaluation

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This research aims to develop and validate an instrument for measuring primary student teachers' professional identity tensions. Based on dissonance theory, we transformed existing vignettes (Pillen, Den Brok, & Beijaard, 2013) into to a quantitative Professional Identity Tensions Scale (PITS) and added tensions regarding teaching in urban contexts. We examined the psychometric quality of the PITS by administering this scale to primary student teachers from teacher education institutions in urban areas across the Netherlands. Two studies were conducted in the process of validating the PITS. First, items were tested among a sample of 211 students to explore whether they measure underlying constructs of professional identity tensions. Second, retained items were administered to a new sample of 271 students. Confirmatory factor analysis demonstrated a similar factor structure. The final instrument includes 34 items rated on a 5-point Likert scale measuring nine different professional identity tensions. Implications for future research and practice are discussed.

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Opportunities for professional learning dialogue generated by cross-phase collaboration in languages between primary and secondary initial teacher education students

Schafer

2016

Education 3-13

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Language learning, cultural capital and teacher identity: teachers negotiating the introduction of French into the primary curriculum

Cited by 6 publications

References 7 publications

From the individual to the collective: Repositioning assessment as a social practice

From the individual to the collective: Repositioning assessment as a social practice

Primary student teachers’ professional identity tensions: The construction and psychometric quality of the professional identity tensions scale

Opportunities for professional learning dialogue generated by cross-phase collaboration in languages between primary and secondary initial teacher education students

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