Standards of Practice to Standards of Evidence: Developing Assessment Capable Teachers

Autor/inn/en	Wyatt-Smith, Claire; Alexander, Colette; Fishburn, Deanne; McMahon, Paula
Titel	Standards of Practice to Standards of Evidence: Developing Assessment Capable Teachers
Quelle	In: Assessment in Education: Principles, Policy & Practice, 24 (2017) 2, S.250-270 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2016.1228603
Schlagwörter	Teacher Effectiveness; Teacher Education; Foreign Countries; Higher Education; Standards; Accountability; Teacher Education Programs; Beginning Teachers; Case Studies; Teaching (Occupation); Teaching Methods; Preservice Teachers; Australia + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerausbildung; Lehrerbildung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Standard; Verantwortung; Junior teacher; Junglehrer; Case study; Fallstudie; Case Study; Teaching; Lehrberuf; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	Teacher education is a hotly debated policy area in higher education and schooling portfolios, with increasing emphasis on standards and accountability. It is in this environment that "The Standards Project" (2013-2015) presented in this article began. It has at its core a three-part commitment: first, to undertake a comprehensive audit and analysis of all teacher education programmes in the state of Queensland, Australia, to establish the approaches and practices Universities relied on to preparing beginning teachers as assessment capable; second, to take account of multiple perspectives and approaches in initial teacher education to integrating data into how beginning teachers are prepared to source and use evidence for improving learning and teaching; and further, to develop new principles, policy and practices for reviewing and moderating teacher education programmes against professional standards. The paper proposes a move beyond the discourse of professional standards of practice towards a complementary discourse of standards of evidence. In our collaboration we drew on two fields, namely the writing on teacher education including reviews, and the field of assessment, both considered within broader sociocultural theory applied to assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01