"More than Marking and Moderation": A Self-Study of Teacher Educator Learning through Engaging with Graduate Teaching Performance Assessment

Autor/inn/en	Brandenburg, Robyn; Fletcher, Anna; Gorriss-Hunter, Anitra; Van der Smee, Cameron; Holcombe, Wendy; Griffiths, Katrina; Schneider, Karen
Titel	"More than Marking and Moderation": A Self-Study of Teacher Educator Learning through Engaging with Graduate Teaching Performance Assessment
Quelle	In: Studying Teacher Education, 19 (2023) 3, S.330-350 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brandenburg, Robyn) ORCID (Fletcher, Anna) ORCID (Gorriss-Hunter, Anitra) ORCID (Van der Smee, Cameron) ORCID (Griffiths, Katrina) ORCID (Schneider, Karen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
DOI	10.1080/17425964.2022.2164761
Schlagwörter	Teacher Educators; Teacher Education Programs; Teacher Evaluation; College Graduates; Career Readiness; Performance Based Assessment; Foreign Countries; Communities of Practice; Teacher Collaboration; Reflective Teaching; Expertise; Australia + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teacher appraisal; Lehrerbeurteilung; Hochschulabsolvent; Hochschulabsolventin; Leistungsermittlung; Ausland; Community; Lehrerkooperation; Expert appraisal; Australien
Abstract	Global attention continues to focus on the quality of teaching, teacher quality, teacher education programs and the preparation of graduates who are ready to teach. This self-study research focuses on one aspect of the preparation and assessment of graduates for teaching: the marking and moderation of a Teaching Assessment Performance (TPA), a mandated assessment tool implemented in Australian universities and education institutions that is used as one key determinant to assess graduate readiness for the profession. While there is a developing field of research related to the implementation and effectiveness of TPAs, less is known about the teacher educator expertise required to mark and moderate these assessments. The purpose of this self-study, conducted at Federation University, a regional university in Australia, aimed to identify and examine teacher educator marker and moderator experience and expertise through the establishment of a professional learning community (PLC). Using audio-recorded transcripts of team meetings and teacher educator vignettes, the data were analysed using NVivo and were individually and collectively categorised and coded. Reflecting in and on our practice, we focused on critical moments, interactions, and experiences to interrogate the data. The key themes included: (1) collaboration through marking and moderation; (2) reflection through critical engagement; (3) growth as a teacher educator and (4) enactment in teacher educator practice. This self-study of practice, using a PLC, enabled us to make our often-tacit knowledge, understanding and expertise explicit, and provided frameworks and structures for enacting this new knowledge in practice. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01