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The Impact of External Contextual Factors on Teaching Candidates

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Title: The Impact of External Contextual Factors on Teaching Candidates
Language: English
Authors: Butler, Alexander S.
Source: Center for Educational Policy Studies Journal. 2021 11(3):55-74.
Availability: University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://ojs.cepsj.si/index.php/cepsj/index
Peer Reviewed: Y
Page Count: 20
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Higher Education
Postsecondary Education
Descriptors: Context Effect, Student Teaching, Student Teacher Attitudes, Professional Identity, Portfolio Assessment, Figurative Language, Elementary Secondary Education, Cooperating Teachers, Recall (Psychology), Teacher Effectiveness, Alignment (Education), Performance Based Assessment
Assessment and Survey Identifiers: edTPA (Teacher Performance Assessment)
ISSN: 1855-9719
Abstract: The formation of a teacher's identity is considered a dynamic process influenced by internal and external contextual factors. This article explores the impact that external contextual factors have on teacher candidates' identities by presenting the findings of an empirical qualitative study that investigated the relationship between teacher candidates' beliefs and their demonstrations and representations of teaching and learning on a nationally standardised portfolio assessment. Metaphor analysis and stimulated recall were used to explore this relationship. The study found that teacher candidates' teaching demonstrations while student teaching and representations of teaching found in a nationally standardised portfolio assessment were severely constrained by cooperating teachers and scripted curriculums. However, the study also found that candidates could articulate the differences between their beliefs about teaching and learning and their demonstrations and representations of teaching and learning. Candidates routinely made suggestions in the portfolio assessment to align their future teaching more closely to their metaphors for teaching. The study concluded that candidates did not change their beliefs but took up temporary teaching identities based on these findings. They found ways to navigate the assessment and their (teaching) context while remaining committed to their teaching identity and beliefs about good teaching. This article suggests how education system contexts impact the formation of teacher candidates' identities and what teacher education programmes need to do to strengthen candidates' identities in the face of negative external influences.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1322257
Database: ERIC
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  Data: The Impact of External Contextual Factors on Teaching Candidates
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  Data: <searchLink fieldCode="SO" term="%22Center+for+Educational+Policy+Studies+Journal%22"><i>Center for Educational Policy Studies Journal</i></searchLink>. 2021 11(3):55-74.
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  Data: University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://ojs.cepsj.si/index.php/cepsj/index
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  Data: 20
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teaching%22">Student Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teacher+Attitudes%22">Student Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Portfolio+Assessment%22">Portfolio Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Figurative+Language%22">Figurative Language</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperating+Teachers%22">Cooperating Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Recall+%28Psychology%29%22">Recall (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Alignment+%28Education%29%22">Alignment (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Based+Assessment%22">Performance Based Assessment</searchLink>
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  Data: The formation of a teacher's identity is considered a dynamic process influenced by internal and external contextual factors. This article explores the impact that external contextual factors have on teacher candidates' identities by presenting the findings of an empirical qualitative study that investigated the relationship between teacher candidates' beliefs and their demonstrations and representations of teaching and learning on a nationally standardised portfolio assessment. Metaphor analysis and stimulated recall were used to explore this relationship. The study found that teacher candidates' teaching demonstrations while student teaching and representations of teaching found in a nationally standardised portfolio assessment were severely constrained by cooperating teachers and scripted curriculums. However, the study also found that candidates could articulate the differences between their beliefs about teaching and learning and their demonstrations and representations of teaching and learning. Candidates routinely made suggestions in the portfolio assessment to align their future teaching more closely to their metaphors for teaching. The study concluded that candidates did not change their beliefs but took up temporary teaching identities based on these findings. They found ways to navigate the assessment and their (teaching) context while remaining committed to their teaching identity and beliefs about good teaching. This article suggests how education system contexts impact the formation of teacher candidates' identities and what teacher education programmes need to do to strengthen candidates' identities in the face of negative external influences.
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      – Text: English
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      – SubjectFull: Student Teaching
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      – SubjectFull: Student Teacher Attitudes
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      – SubjectFull: Professional Identity
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      – SubjectFull: Portfolio Assessment
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      – SubjectFull: Figurative Language
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Cooperating Teachers
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      – SubjectFull: Recall (Psychology)
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      – SubjectFull: Teacher Effectiveness
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      – SubjectFull: Performance Based Assessment
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      – SubjectFull: edTPA (Teacher Performance Assessment)
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