The positioning of teachers’ identity as oral examiners in narrative construction / Venessa Venda Vitales
Research on educator’s identity has been a main area of interest since the 1990s. Over the years, a number of researchers have looked into other aspects of educators’ identity, with focus on their major job roles. However, few have examined the role of educators as assessors. Hence, this present stu...
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| Format: | Thesis |
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2018
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| Online Access: | http://studentsrepo.um.edu.my/8541/2/All.pdf http://studentsrepo.um.edu.my/8541/6/venessa.pdf http://studentsrepo.um.edu.my/8541/ |
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| Summary: | Research on educator’s identity has been a main area of interest since the 1990s. Over the years, a number of researchers have looked into other aspects of educators’ identity, with focus on their major job roles. However, few have examined the role of educators as assessors. Hence, this present study aims to look at how fourteen teachers in a local public institution of higher education identify themselves as oral assessors, as well as how they position themselves with this role. Soreide’s (2006) theory is employed as the main theoretical framework of this study. Findings from the data obtained through a set of interviews with fourteen educators reveal that a comprised collection of twenty subject positions was found, with five main clusters of multiple assessor identity categorised. Further, an analysis of how the educators position themselves as oral assessors was also carried out. It appears that for the most times, the educators do associate themselves with the said identity, using the narrative resources available. |
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