Description
Book SynopsisThis 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 readers clearly conceptualised and evidence-rich accounts of site-specific and cross-site investigations into cultural, pedagogical and assessment change in Initial Teacher Education.
Table of ContentsPart 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.
