Supporting the teacher-researcher role through assessment-asportrayal tasks: a sustainable use of metaphors

The role of the teacher-researcher has gained prominence in educational research, emphasizing the integration of reflective and heuristic competencies into teaching practices. This dual role not only enhances teaching quality but also fosters a culture of inquiry and professional growth, positioning teachers as active agents in understanding and improving educational processes (Caena, 2014; Gutman & Genser, 2017). To support pre-service teachers in reflecting on their professional identities, final-year students in a primary teacher education program were tasked with creating multimedia representations of themselves as teacher-researchers. This Assessment-as-Portrayal (AaP – Ajjawi et al., 2020) activity aligns with the sustainable assessment framework, as it is informed by reflective journals in which students documented their growth as pre-service teachers, addressing both their current and future learning needs (Boud, 2000). This study aimed to investigate the metaphors incorporated into the multimedia representations of the teacher-researcher role. Data were collected from 171 analytical sheets and analyzed using inductive content analysis (Elo & Kyngäs, 2008). The findings reveal that students employed diverse metaphors to conceptualize the cognitive, relational, and contextual dimensions of the teacher-researcher role. Common metaphors, such as the architect, gardener, and explorer, represented key aspects of planning, care, and inquiry. The task enhanced students’ heuristic and reflective skills, deepened their understanding of the complexity of teaching, and underscored the value of digital tools in professional communication. This study highlights the effectiveness of AaP in fostering self-assessment, bridging theoretical knowledge with professional practice. Through metaphorical thinking, students developed a dynamic understanding of their professional identities. This heightened awareness could facilitate the transition from pre-service to in-service teaching, a phase often marked by a high attrition rate (Wang et al., 2008). Future research should investigate the potential of artificial intelligence to further support metaphorical thinking, opening new possibilities for sustainable assessment in teacher education.