Teaching Performance Assessments as a Cultural Disruptor in Initial Teacher Education : Standards, Evidence and Collaboration / edited by Claire Wyatt-Smith, Lenore Adie, Joce Nuttall.

Format:

Book

Contributor:

Wyatt-Smith, Claire, editor.

Adie, Lenore, editor.

Nuttall, J. G. (Jocelyn Grace), 1961- editor.

Series:

Teacher Education, Learning Innovation and Accountability, 2524-5570

Language:

English

Subjects (All):

Teachers--Training of.

Teachers.

Education and state.

Professional education.

Vocational education.

Education, Higher.

Educational sociology.

Teaching and Teacher Education.

Educational Policy and Politics.

Professional and Vocational Education.

Higher Education.

Sociology of Education.

Local Subjects:

Teaching and Teacher Education.

Educational Policy and Politics.

Professional and Vocational Education.

Higher Education.

Sociology of Education.

Physical Description:

1 online resource (243 pages)

Edition:

1st ed. 2021.

Place of Publication:

Singapore : Springer Nature Singapore : Imprint: Springer, 2021.

Summary:

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. .

Contents:

Part I. Situating Teaching Performance Assessments

Chapter 1. Professional standards, evidence and collaboration: Cultural disruption in teacher education

Chapter 2. The conceptualisation of teaching performance assessment: Designing for evidence of graduate competence

Chapter 3. Introducing a new model for online cross-institutional moderation

Chapter 4. Teacher education reform and preservice teacher assessment: Representations of teachers and initial teacher education in new media

Part II. Giving an Account of Teaching Performance Assessments In situ

Chapter 5. Opportunities and tensions in the experiences of collaborative professionalism during the enactment of the GTPA

Chapter 6. Collaboration in a context of accountability: Cultural change in teacher educator practice across university

Chapter 7. Redefining boundaries in initial teacher education: Creating a collective vision and approach to preparing high-quality graduate teachers

Chapter 8. GTPA as enabler:Review, renewal and evidence of preservice teachers’ assessment. Chapter 9. The GTPA as a collaborative project in Australian initial teacher education: A cultural-historical activity theory perspective

Part III. A Suite of Provocations

Chapter 10. Provocation 1: Toward more radical assessment systems

Chapter 11. Provocation 2 : The impact of digital upon assessment: Innovation is necessary but not easy

Chapter 12. Provocation 3: Language in the school room

Chapter 13. Provocation 4: Educating for the future – reflections from COVID-19 lockdown

Chapter 14. Provocation 5: COVID triggered disruption in teacher education and resultant action

Chapter 15. Commentary: We have to get TPAs right

Part IV. Future Directions

Chapter 16. Innovation in methodology: Longitudinal analysis of progression in teacher preparation

Chapter 17. Disrupting teacher education for sustainable change

Glossary.

ISBN:

9789811637056

9811637059

OCLC:

1265346836