NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ910738
Record Type: Journal
Publication Date: 2011
Pages: 35
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-0737-0008
Novice Teacher Learning and Motivation across Contexts: Assessment Tools as Boundary Objects
Nolen, Susan Bobbitt; Horn, Ilana S.; Ward, Christopher J.; Childers, Sarah A.
Cognition and Instruction, v29 n1 p88-122 2011
We present a longitudinal study of novice teachers' appropriation, negotiation, and recontextualization of assessment tools and practices. During the four years of the study, we observed and interviewed beginning mathematics and social studies teachers, along with their colleagues, mentors, and supervisors, from their time in a graduate secondary teacher education program through their second year of professional teaching. Analysis of fieldnotes, interview transcripts, and artifacts suggests that assessment tools function as boundary objects in negotiations within and between the social worlds in which novices learn to teach. Boundary objects serve as reifications or representations of values, goals, and meanings (Bowker & Star, 1999; Star & Griesemer, 1989; Wenger, 1998). Assessment tools and artifacts, as boundary objects, facilitate engagement of teachers, administrators, students, and their families in coordinating activity across social boundaries and are central to the function of educational organizations. Novice teachers' motivation to learn promoted assessment tools and their affiliated practices changed as they crossed boundaries between university and school and changed positions from student teacher to newcomer to experienced novice. Implications of this analysis for understanding novice teacher learning and motivation, and for assessment policy more broadly, are discussed. (Contains 2 tables, 1 figure and 7 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A