001439166 000__ 05468cam\a2200553\a\4500
001439166 001__ 1439166
001439166 003__ OCoLC
001439166 005__ 20230309004414.0
001439166 006__ m\\\\\o\\d\\\\\\\\
001439166 007__ cr\cn\nnnunnun
001439166 008__ 210827s2021\\\\xx\\\\\\o\\\\\000\0\eng\d
001439166 020__ $$a9789811637056$$q(electronic bk.)
001439166 020__ $$a9811637059$$q(electronic bk.)
001439166 020__ $$z9811637040
001439166 020__ $$z9789811637049
001439166 0247_ $$a10.1007/978-981-16-3705-6$$2doi
001439166 035__ $$aSP(OCoLC)1265346836
001439166 040__ $$aYDX$$beng$$epn$$cYDX$$dN$T$$dOCLCO$$dGW5XE$$dOCLCO$$dEBLCP$$dOCLCF$$dUKAHL$$dOCLCQ$$dOCLCO$$dOCLCQ
001439166 043__ $$au-at---
001439166 049__ $$aISEA
001439166 050_4 $$aLB1727.A7
001439166 08204 $$a370.710994$$223
001439166 24500 $$aTeaching performance assessments as a cultural disruptor in initial teacher education :$$bstandards, evidence and collaboration /$$cClaire Wyatt-Smith, Lenore Adie, Joce Nuttall, editors.
001439166 260__ $$a[Place of publication not identified] :$$bSpringer,$$c2021.
001439166 300__ $$a1 online resource
001439166 336__ $$atext$$btxt$$2rdacontent
001439166 337__ $$acomputer$$bc$$2rdamedia
001439166 338__ $$aonline resource$$bcr$$2rdacarrier
001439166 4901_ $$aTeacher education, learning innovation and accountability,$$x2524-5570
001439166 5050_ $$aPart I. Situating Teaching Performance Assessments -- Chapter 1. Professional standards, evidence and collaboration: Cultural disruption in teacher education -- Chapter 2. The conceptualisation of teaching performance assessment: Designing for evidence of graduate competence -- Chapter 3. Introducing a new model for online cross-institutional moderation -- Chapter 4. Teacher education reform and preservice teacher assessment: Representations of teachers and initial teacher education in new media -- Part II. Giving an Account of Teaching Performance Assessments In situ -- Chapter 5. Opportunities and tensions in the experiences of collaborative professionalism during the enactment of the GTPA -- Chapter 6. Collaboration in a context of accountability: Cultural change in teacher educator practice across university -- Chapter 7. Redefining boundaries in initial teacher education: Creating a collective vision and approach to preparing high-quality graduate teachers -- Chapter 8. GTPA as enabler: Review, renewal and evidence of preservice teachers⁰́₉ assessment. Chapter 9. The GTPA as a collaborative project in Australian initial teacher education: A cultural-historical activity theory perspective -- Part III. A Suite of Provocations -- Chapter 10. Provocation 1: Toward more radical assessment systems -- Chapter 11. Provocation 2 : The impact of digital upon assessment: Innovation is necessary but not easy  -- Chapter 12. Provocation 3: Language in the school room -- Chapter 13. Provocation 4: Educating for the future ⁰́₃ reflections from COVID-19 lockdown -- Chapter 14. Provocation 5: COVID triggered disruption in teacher education and resultant action -- Chapter 15. Commentary: We have to get TPAs right -- Part IV. Future Directions -- Chapter 16. Innovation in methodology: Longitudinal analysis of progression in teacher preparation -- Chapter 17. Disrupting teacher education for sustainable change -- Glossary.
001439166 506__ $$aAccess limited to authorized users.
001439166 520__ $$aThis book explores how well teachers are prepared for professional practice. It is an outcome of a large-scale research and development program that has collected extensive data on the impact of the Graduate Teacher Performance Assessment on Initial Teacher Education programs and preservice teachers⁰́₉ engagement with the assessment. It contributes to international debates in teacher education by examining an Australian experience of teacher performance assessments as a catalyst for cultural change and practice reform in teacher education. The respective chapters describe and critique this unique, multi-institutional investigation into the quality of teacher education and present substantial evidence, drawing on a variety of conceptual, empirical and methodological entry points. Further, they address the intellectual, experiential and personal resources and related expertise that teacher educators and preservice teachers bring to their practice. Taken together, they offer readers clearly conceptualised and evidence-rich accounts of site-specific and cross-site investigations into cultural, pedagogical and assessment change in Initial Teacher Education. .
001439166 588__ $$aDescription based on print version record.
001439166 650_0 $$aTeachers$$xTraining of$$zAustralia.
001439166 650_0 $$aEducation$$xStudy and teaching$$zAustralia.
001439166 650_0 $$aTeaching$$xEvaluation.
001439166 650_6 $$aEnseignants$$xFormation$$zAustralie.
001439166 655_0 $$aElectronic books.
001439166 7001_ $$aWyatt-Smith, Claire,$$eeditor$$1https://orcid.org/0000-0003-1190-9909
001439166 7001_ $$aAdie, Lenore,$$eeditor$$0(orcid)0000-0003-3874-397X$$1https://orcid.org/0000-0003-3874-397X
001439166 7001_ $$aNuttall, J. G.$$q(Jocelyn Grace),$$d1961-$$eeditor$$1https://orcid.org/0000-0002-2571-7839
001439166 77608 $$iPrint version:$$tTEACHING PERFORMANCE ASSESSMENTS AS A CULTURAL DISRUPTOR IN INITIAL.$$d[S.l.] : SPRINGER, 2021$$z9789811637056$$w(OCoLC)1252961428
001439166 830_0 $$aTeacher Education, Learning Innovation and Accountability,$$x2524-5570
001439166 852__ $$bebk
001439166 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-981-16-3705-6$$zOnline Access$$91397441.1
001439166 909CO $$ooai:library.usi.edu:1439166$$pGLOBAL_SET
001439166 980__ $$aBIB
001439166 980__ $$aEBOOK
001439166 982__ $$aEbook
001439166 983__ $$aOnline
001439166 994__ $$a92$$bISE