Authentically Assessing Graduate Teaching: Outside and beyond Neo-Liberal Constructs

Autor/inn/en	Allard, Andrea C.; Mayer, Diane; Moss, Julianne
Titel	Authentically Assessing Graduate Teaching: Outside and beyond Neo-Liberal Constructs
Quelle	In: Australian Educational Researcher, 41 (2014) 4, S.425-443 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-013-0140-x
Schlagwörter	Foreign Countries; Teacher Evaluation; Neoliberalism; Teacher Effectiveness; Instructional Effectiveness; Scores; Evidence; Accountability; Teacher Educators; Beginning Teachers; Discourse Analysis; Preservice Teachers; Self Evaluation (Individuals); Portfolios (Background Materials); Best Practices; Australia + Suchen Sie Ihr Suchwort? Ausland; Teacher appraisal; Lehrerbeurteilung; Neo-liberalism; Neoliberalismus; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Evidenz; Verantwortung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Junior teacher; Junglehrer; Diskursanalyse; Australien
Abstract	In this paper, we challenge the current focus on "best practice", graduate teacher tests, and student test scores as the panacea for ensuring teaching quality and argue for ways of thinking about evidence of quality beginning teaching outside and beyond the current neoliberal accountability discourses circulating in Australia and other countries. We suggest that teacher educators need to reinsert themselves as key players in the debates around quality beginning teaching, rather than being viewed as a source of the problem. To enable teacher educators to assume accountability for quality beginning teachers, we propose the framework of a capstone teacher performance assessment--a structured portfolio called the Authentic Teacher Assessment (ATA)--and examine examples of these assessments through the lens of critical discourse analysis. As a measure of "readiness to teach", the ATA is compared with supervising teachers' assessments of preservice teachers. We argue that structured portfolios that include artefacts derived from preservice teachers' practice in classrooms along with graduate teacher self assessments provide a stronger accountability measure of effective beginning teaching and demonstrably address the current anxiety regarding "evidence". We suggest that such an approach should be reliable enough to be "read" by external assessors (and moderated across other teacher education institutions). Rigorous research on a national basis is called for in order to develop and implement a structured portfolio as rich evidence of graduates' quality and readiness to teach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10