Teaching Performance Assessments as a Cultural Disruptor in Initial Teacher Education Standards, Evidence and Collaboration /

Teaching Performance Assessments as a Cultural Disruptor in Initial Teacher Education Standards, Evidence and Collaboration /

Podrobná bibliografie
Korporativní autor: SpringerLink (Online service)
Další autoři: Wyatt-Smith, Claire (Editor), Adie, Lenore (Editor), Nuttall, Joce (Editor)
Shrnutí:XXI, 235 p. 12 illus., 9 illus. in color.
text
Jazyk:angličtina
Vydáno: Singapore : Springer Nature Singapore : Imprint: Springer, 2021.
Vydání:1st ed. 2021.
Edice:Teacher Education, Learning Innovation and Accountability,
Témata:
Teachers > Training of.
Education and state.
Professional education.
Vocational education.
Education, Higher.
Educational sociology.
Teaching and Teacher Education.
Educational Policy and Politics.
Professional and Vocational Education.
Higher Education.
Sociology of Education.
On-line přístup:https://doi.org/10.1007/978-981-16-3705-6
Médium: Elektronický zdroj Kniha
Obsah:
  • Part I. Situating Teaching Performance Assessments
  • Chapter 1. Professional standards, evidence and collaboration: Cultural disruption in teacher education
  • Chapter 2. The conceptualisation of teaching performance assessment: Designing for evidence of graduate competence
  • Chapter 3. Introducing a new model for online cross-institutional moderation
  • Chapter 4. Teacher education reform and preservice teacher assessment: Representations of teachers and initial teacher education in new media
  • Part II. Giving an Account of Teaching Performance Assessments In situ
  • Chapter 5. Opportunities and tensions in the experiences of collaborative professionalism during the enactment of the GTPA
  • Chapter 6. Collaboration in a context of accountability: Cultural change in teacher educator practice across university
  • Chapter 7. Redefining boundaries in initial teacher education: Creating a collective vision and approach to preparing high-quality graduate teachers
  • Chapter 8. GTPA as enabler:Review, renewal and evidence of preservice teachers’ assessment. Chapter 9. The GTPA as a collaborative project in Australian initial teacher education: A cultural-historical activity theory perspective
  • Part III. A Suite of Provocations
  • Chapter 10. Provocation 1: Toward more radical assessment systems
  • Chapter 11. Provocation 2 : The impact of digital upon assessment: Innovation is necessary but not easy
  • Chapter 12. Provocation 3: Language in the school room
  • Chapter 13. Provocation 4: Educating for the future – reflections from COVID-19 lockdown
  • Chapter 14. Provocation 5: COVID triggered disruption in teacher education and resultant action
  • Chapter 15. Commentary: We have to get TPAs right
  • Part IV. Future Directions
  • Chapter 16. Innovation in methodology: Longitudinal analysis of progression in teacher preparation
  • Chapter 17. Disrupting teacher education for sustainable change
  • Glossary.

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