A Common Language? The Use of Teaching Standards in the Assessment of Professional Experience: Teacher Education Students' Perceptions

Autor/inn/en	Loughland, Tony; Ellis, Neville
Titel	A Common Language? The Use of Teaching Standards in the Assessment of Professional Experience: Teacher Education Students' Perceptions
Quelle	In: Australian Journal of Teacher Education, 41 (2016) 7, S.56-69, Artikel 4 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Preservice Teachers; Student Attitudes; Teacher Education Programs; Foreign Countries; Standards; Student Surveys; Focus Groups; Evaluation Methods; Teacher Competencies; Formative Evaluation; Summative Evaluation; Mentors; Feedback (Response); Semi Structured Interviews; Qualitative Research; Case Studies; Australia + Suchen Sie Ihr Suchwort? Schülerverhalten; Ausland; Standard; Schülerbefragung; Lehrkunst; Qualitative Forschung; Case study; Fallstudie; Case Study; Australien
Abstract	There is a strong critique of the reductionist, technical and instrumentalist impacts of the Australian Professional Standards for Teachers from critical policy researchers in education. At the same time, advocates of the standards espouse their potential as providing a common language of teaching. We argue that both views are based on logical rather than empirical warrants. Therefore, this study sought to gather empirical data via a survey of 229 teacher education students followed by focus groups in an endeavour to record their perceptions on the use of the standards as assessment criteria for professional experience. The findings are that a majority of the students were advocates of the standards as a learning scaffold. This was especially true in contexts where their supervising teachers were not au fait with the standards. The implications of this study for teacher educators are that the formative assessment potential of the standards requires pedagogical consideration in professional experience alongside their more commonly understood role as summative assessment criteria. (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