Teaching performance assessments as a cultural disruptor in initial teacher education : standards, evidence and collaboration / Claire Wyatt-Smith, Lenore Adie, Joce Nuttall, editors.
Wyatt-Smith, Claire, editor; Adie, Lenore, editor; Nuttall, J. G. (Jocelyn Grace), 1961- editor
2021
LB1727.A7
Available Online

Linked e-resources

Linked Resource Online Access
Concurrent users Unlimited
Authorized users Authorized users
Document Delivery Supplied Can lend chapters, not whole ebooks

Details

Title Teaching performance assessments as a cultural disruptor in initial teacher education : standards, evidence and collaboration / Claire Wyatt-Smith, Lenore Adie, Joce Nuttall, editors.
ISBN 9789811637056 (electronic bk.)
9811637059 (electronic bk.)
9811637040
9789811637049
DOI https://doi.org/10.1007/978-981-16-3705-6
Imprint [Place of publication not identified] : Springer, 2021.
Language English
Description 1 online resource
Other Standard Identifiers 10.1007/978-981-16-3705-6 doi
Call Number LB1727.A7
Dewey Decimal Classification 370.710994
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 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. .
Access Note Access limited to authorized users.
Source of Description Description based on print version record.
Added Author Wyatt-Smith, Claire, editor
Adie, Lenore, editor
Nuttall, J. G. (Jocelyn Grace), 1961- editor
Series Teacher Education, Learning Innovation and Accountability, 2524-5570
Available in Other Form TEACHING PERFORMANCE ASSESSMENTS AS A CULTURAL DISRUPTOR IN INITIAL.
Linked Resources Online Access
Record Appears in Online Resources > Ebooks
All Resources
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.

Browse Subjects

Show more subjects...

Statistics

from
to
Export