Overview
- Describes the first multi-institutional study of large-scale cultural changes in teacher education
- Stimulates international collaboration and discussions on teacher education and teacher quality improvement strategies
- Investigates the relationship between policies intended to foster ‘classroom-ready’ teachers and programmatic responses in Initial Teacher Education
- Includes multiple cases of teacher education curriculum and assessment design
Part of the book series: Teacher Education, Learning Innovation and Accountability (TELIA)
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Table of contents (17 chapters)
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Front Matter
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Situating Teaching Performance Assessments
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Front Matter
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Giving an Account of Teaching Performance Assessments In situ
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Front Matter
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A Suite of Provocations
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Front Matter
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Future Directions
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Front Matter
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Keywords
- initial teacher training
- Graduate Teacher Performance Assessment (GTPA)
- preparing preservice teachers
- transformation of teacher education
- teaching performance assessment
- licensure requirements for teaching
- collaborative professionalism in teacher education
- collaboration in teacher education
- TEMAG report
- professional agency
- intelligent accountability
- competence assessment
- program renewal
- impact measures in teacher education
- evidence of graduate competence
About this book
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 offerreaders clearly conceptualised and evidence-rich accounts of site-specific and cross-site investigations into cultural, pedagogical and assessment change in Initial Teacher Education.
Editors and Affiliations
About the editors
Lenore Adie is a Senior Research Fellow with the Assessment, Evaluation and Student Learning Research Concentration and Associate Professor in Teacher Education and Assessment at the Institute for Learning Sciences and Teacher Education, Australian Catholic University. Her research focuses on assessment and moderation processes to support teachers’ pedagogical practices and student learning. She has an interest in the enactment of assessment policy and the validity of assessment processes. Her research has generated new knowledge in the field of assessment, focusing on quality in assessment practices and processes, in particular within systems of standards-referenced assessment. This work addresses the alignment of curriculum, assessment and pedagogic practices through the design of assessment tasks and the application of criteria and grading. Lenore has extensive professional experience working in schools as a teacher and in leadership positions, and in teacher education for over 30 years. Her recent book chapters include The rubric as a moderating tool in tertiary contexts (Cambridge Scholars Publishing, in production), Research-informed conceptualization and design principles of teacher performance assessments: Wresting with system and site validity (Springer, 2018) and Assessment: The trilogy of standards, evidence and judgement in Australian education reform (Australian Curriculum Studies Association, 2018).
Joce Nuttall is a Professor at the Institute for Learning Sciences and Teacher Education, Australian Catholic University, where she leads the Research Program in Teacher Education, Quality and Professional Practice. Her research focuses on the professional learning of educators from early childhood settings through to tertiary institutions, with a special focus on the development of practice in childcare. Her most recent projects focus on leadership and continuing professional education in early childhood education, particularly in childcare. Her most recent book was Weaving Te Whāriki: Aotearoa New Zealand’s Early Childhood Curriculum in Theory and Practice (3rd edn.) (NZCER Press, 2019), edited with Alexandra Gunn. She is a Former Co-Editor of Asia-Pacific Journal of Teacher Education and a Fellow of the Australian Teacher Education Association. She is currently one of the Editors of Bloomsbury’s Reinventing Teacher Education Series.
Bibliographic Information
Book Title: Teaching Performance Assessments as a Cultural Disruptor in Initial Teacher Education
Book Subtitle: Standards, Evidence and Collaboration
Editors: Claire Wyatt-Smith, Lenore Adie, Joce Nuttall
Series Title: Teacher Education, Learning Innovation and Accountability
DOI: https://doi.org/10.1007/978-981-16-3705-6
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2021
Hardcover ISBN: 978-981-16-3704-9Published: 24 August 2021
Softcover ISBN: 978-981-16-3707-0Published: 25 August 2022
eBook ISBN: 978-981-16-3705-6Published: 23 August 2021
Series ISSN: 2524-5562
Series E-ISSN: 2524-5570
Edition Number: 1
Number of Pages: XXI, 235
Number of Illustrations: 3 b/w illustrations, 9 illustrations in colour
Topics: Teaching and Teacher Education, Educational Policy and Politics, Professional & Vocational Education, Higher Education, Sociology of Education