The Tensions of Preparing Pre-Service Teachers to Be Assessment Capable and Profession-Ready

Autor/inn/en	Charteris, Jennifer; Dargusch, Joanne
Titel	The Tensions of Preparing Pre-Service Teachers to Be Assessment Capable and Profession-Ready
Quelle	In: Asia-Pacific Journal of Teacher Education, 46 (2018) 4, S.354-368 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Charteris, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2018.1469114
Schlagwörter	Preservice Teacher Education; Educational Improvement; Accreditation (Institutions); Practicums; Professional Identity; Economic Factors; Cultural Influences; Educational Practices; Foreign Countries; Quality Assurance; Teacher Evaluation; Teacher Effectiveness; National Curriculum; Teaching Methods; Australia + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Teaching improvement; Unterrichtsentwicklung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Practicum; Praktikum; Praktika; Ökonomischer Faktor; Cultural influence; Kultureinfluss; Bildungspraxis; Ausland; Qualitätssicherung; Teacher appraisal; Lehrerbeurteilung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	There is both a growing appreciation of teacher assessment capability for the improvement of school student learning and achievement and a commensurate drive for graduates in Australian Initial Teacher Education institutions to demonstrate impact on school student learning as part of a national accreditation process. We argue in this article that if institutions are to prepare assessment capable graduates who are "profession-ready", attention to practice architectures is warranted. Practice architectures are the features in schools that enable and/or constrain practice. Skills, knowledge and understandings do not just cleanly transfer across Initial Teacher Education institutions and practicum contexts into graduate teacher classrooms. Practitioner identities are produced through "relatings" within specific social-political arrangement, "doings" that constitute activities afforded in material-economic conditions, and "sayings" that are a dominating medium in cultural-discursive frameworks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01