Teaching Performance Assessments as a Cultural Disruptor in Initial Teacher Education
Standards, Evidence and Collaboration
Buch in deiner Nähe kaufen
Beschreibung
This book explores how well teachers are prepared for professional practice. It is an outcome of a large-scale research and development program that has collected extensive data on the impact of the Graduate Teacher Performance Assessment on Initial Teacher Education programs and preservice teachers’ engagement with the assessment. It contributes to international debates in teacher education by examining an Australian experience of teacher performance assessments as a catalyst for cultural change and practice reform in teacher education.
The respective chapters describe and critique this unique, multi-institutional investigation into the quality of teacher education and present substantial evidence, drawing on a variety of conceptual, empirical and methodological entry points. Further, they address the intellectual, experiential and personal resources and related expertise that teacher educators and preservice teachers bring to their practice. Taken together, they offer readersclearly conceptualised and evidence-rich accounts of site-specific and cross-site investigations into cultural, pedagogical and assessment change in Initial Teacher Education.
This book explores how well teachers are prepared for professional practice. It is an outcome of a large-scale research and development program that has collected extensive data on the impact of the Graduate Teacher Performance Assessment on Initial Teacher Education programs and preservice teachers’ engagement with the assessment. It contributes to international debates in teacher education by examining an Australian experience of teacher performance assessments as a catalyst for cultural change and practice reform in teacher education.
The respective chapters describe and critique this unique, multi-institutional investigation into the quality of teacher education and present substantial evidence, drawing on a variety of conceptual, empirical and methodological entry points. Further, they address the intellectual, experiential and personal resources and related expertise that teacher educators and preservice teachers bring to their practice. Taken together, they offerreaders clearly conceptualised and evidence-rich accounts of site-specific and cross-site investigations into cultural, pedagogical and assessment change in Initial Teacher Education.
Describes the first multi-institutional study of large-scale cultural changes in teacher education Stimulates international collaboration and discussions on teacher education and teacher quality improvement strategies Investigates the relationship between policies intended to foster ‘classroom-ready’ teachers and programmatic responses in Initial Teacher Education Includes multiple cases of teacher education curriculum and assessment design
Autor*in
Claire Wyatt-Smith
Themen in »Teaching Performance Assessments as a Cultural Disruptor in Initial Teacher Education«
initial teacher training Graduate Teacher Performance Assessment (GTPA) preparing preservice teachers transformation of teacher education teaching performance assessment licensure requirements for teaching collaborative professionalism in teacher education collaboration in teacher education TEMAG report professional agency intelligent accountability competence assessment program renewal impact measures in teacher education evidence of graduate competence