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Table of 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 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.
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.