A Comparative Analysis between the Assessment Criteria Used to Assess Graduating Teachers at Rustaq College (Oman) and Griffith University (Australia) during the Teaching Practicum

Autor/inn/en	Al-Malki, Moza Abdullah; Weir, Katie
Titel	A Comparative Analysis between the Assessment Criteria Used to Assess Graduating Teachers at Rustaq College (Oman) and Griffith University (Australia) during the Teaching Practicum
Quelle	In: Australian Journal of Teacher Education, 39 (2014) 12, Artikel 3 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; Comparative Analysis; Preservice Teachers; Student Evaluation; Teacher Education; Teacher Education Programs; Schools of Education; Teacher Competencies; Professional Identity; Case Studies; Standards; Qualitative Research; Discourse Analysis; English (Second Language); Second Language Instruction; Evaluation Criteria; Power Structure; Practicums; Australia; Oman + Suchen Sie Ihr Suchwort? Ausland; Schulnote; Studentische Bewertung; Lehrerausbildung; Lehrerbildung; Erziehungswissenschaftliche Fakultät; Lehrkunst; Case study; Fallstudie; Case Study; Standard; Qualitative Forschung; Diskursanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Practicum; Praktikum; Praktika; Australien
Abstract	This article reports the findings from a study that compares the assessment criteria used to measure pre-service teachers' professional competencies at Rustaq College of Applied Sciences in Oman, and at Griffith University in Queensland, Australia. The study adopts a discourse analytic approach to deconstruct and critically compare the assessment criteria outlined in documents that report on graduating teachers' classroom performance used at each teacher education institution. The results of the analysis reveal a different normative vision of graduating teachers in each country. The Omani graduate pre-service teachers are likely to be "a compliant student-trainee", whereas Australian graduate pre-service teachers are more likely to be "professionally qualified to teach and classroom ready". The findings are used to identify practices that may help to improve the current Omani approach to determining preservice teachers' classroom readiness to be more credible in terms of valid and equitable assessment processes. (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	2017/4/10