Learning the Words: Supervising Teachers and the Language of Impact in an Initial Teacher Education Programme

Autor/inn/en	Brett, Peter D.; Fitzallen, Noleine; Kilpatrick, Sue; Morrison, Chad; Reynolds, Bronwyn; Kertesz, John; Quentin-Baxter, Megan
Titel	Learning the Words: Supervising Teachers and the Language of Impact in an Initial Teacher Education Programme
Quelle	In: Australian Journal of Teacher Education, 43 (2018) 8, S.105-122, Artikel 7 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Teacher Education Programs; Standards; Preservice Teachers; Teacher Supervision; Placement; Summative Evaluation; Teacher Student Relationship; Language Usage; Foreign Countries; Educational Improvement; Lesson Plans; Student Evaluation; Caring; Teacher Effectiveness; Supervisors; Discourse Analysis; Elementary School Teachers; Secondary School Teachers; Australia + Suchen Sie Ihr Suchwort? Standard; Betriebspraktikum; Praktikum; Teacher student relationships; Lehrer-Schüler-Beziehung; Sprachgebrauch; Ausland; Teaching improvement; Unterrichtsentwicklung; Lesson planning; Unterrichtsplanung; Schulnote; Studentische Bewertung; Care; Pflege; Sorge; Betreuung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Diskursanalyse; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Australien
Abstract	The language of "impact" has been foregrounded in the recent lexicon of Australian initial teacher education (ITE). How teacher education programmes and supervising teachers identify and assess the impact of pre-service teachers' work with learners across a professional placement is a pressing issue for ITE providers. This paper reports on qualitative analysis of the language of supervising teachers' summative assessments of pre-service teachers' final-year professional experience placements in relation to impact. Analysis of written comments that addressed the Australian Professional Standards for Teachers Graduate Standards revealed that the language of impact is still emerging within the discourse of supervising teachers. This has professional learning implications for all ITE stakeholders. (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