Using Assessment to Develop Social Responsibility as a Graduate Attribute in Teacher Education

Autor/inn/en	Howells, Kerry; Fitzallen, Noleine; Adams, Christine
Titel	Using Assessment to Develop Social Responsibility as a Graduate Attribute in Teacher Education
Quelle	In: Australian Journal of Teacher Education, 41 (2016) 6, S.52-67, Artikel 4 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Social Responsibility; Curriculum Enrichment; Graduate Study; Pretests Posttests; Reflection; Qualitative Research; Curriculum Design; Units of Study; Skill Development; Preservice Teachers; Preservice Teacher Education; Student Surveys; Student Development; Familiarity; Task Analysis; Foreign Countries; Case Studies; Student Attitudes; Statistical Analysis; Australia + Suchen Sie Ihr Suchwort? Soziale Verantwortung; Curriculum revision; Curriculumreform; Curriculum; Lehrplan; Reform; Aufbaustudium; Graduiertenstudium; Hauptstudium; Qualitative Forschung; Lehrplangestaltung; Lerneinheit; Kompetenzentwicklung; Qualifikationsentwicklung; Lehramtsstudiengang; Lehrerausbildung; Schülerbefragung; Aufgabenanalyse; Ausland; Case study; Fallstudie; Case Study; Schülerverhalten; Statistische Analyse; Australien
Abstract	Australian higher education institutions have struggled to develop clear strategies for developing and assessing graduate attributes within their specific disciplinary contexts. Using the example of the graduate attribute of social responsibility, this paper explores the outcomes of using assessment tasks to raise the awareness of development of graduate attributes, while at the same time contextualising their meaning and relevance within pre-service teachers' immediate lived experiences within the study situation. The data collected were pre- and post-surveys as well as written reflections. The findings indicate that if embedded in an explicit way in assessment tasks that require reflection on the development of social responsibility within practicum experience, the pre-service teachers demonstrate an increased awareness of its relevance to their emerging teaching practice. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01