Teaching Performance Assessments as a Cultural Disruptor in Initial Teacher Education: Standards, Evidence and Collaboration. Teacher Education, Learning Innovation and Accountability

Sonst. Personen	Wyatt-Smith, Claire (Hrsg.); Adie, Lenore (Hrsg.); Nuttall, Joce (Hrsg.)
Titel	Teaching Performance Assessments as a Cultural Disruptor in Initial Teacher Education: Standards, Evidence and Collaboration. Teacher Education, Learning Innovation and Accountability
Quelle	(2021), (235 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wyatt-Smith, Claire, Ed.) ORCID (Adie, Lenore, Ed.) ORCID (Nuttall, Joce, Ed.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	2524-5562
ISBN	978-981-16-3704-9
Schlagwörter	Educational Change; Teacher Education Programs; Performance Based Assessment; Teacher Evaluation; Preservice Teacher Education; Educational Quality; Accountability; Educational Innovation; Criticism; Graduate Students; Preservice Teachers; Educational Practices + Suchen Sie Ihr Suchwort? Bildungsreform; Leistungsermittlung; Teacher appraisal; Lehrerbeurteilung; Lehramtsstudiengang; Lehrerausbildung; Quality of education; Bildungsqualität; Verantwortung; Instructional innovation; Bildungsinnovation; Kritik; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Bildungspraxis
Abstract	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 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01