Implementation of Portfolios within Australian Initial Teacher Education: Who's Leading the Charge?

Autor/inn/en	Morrison, Chad M.; Masters, Jennifer; Quentin-Baxter, Megan
Titel	Implementation of Portfolios within Australian Initial Teacher Education: Who's Leading the Charge?
Quelle	In: Australian Journal of Teacher Education, 43 (2018) 7, S.98-109, Artikel 6 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; Portfolios (Background Materials); Preservice Teacher Education; Teacher Educators; Teamwork; Teacher Role; Knowledge Level; Teacher Attitudes; College Students; Australia + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung; Lehrerrolle; Wissensbasis; Lehrerverhalten; Collegestudent; Australien
Abstract	Recent changes to national accreditation requirements have emphasised portfolios as the required mechanism for initial teacher education providers to demonstrate the impact of their programs against the Graduate Teacher Standards and to prepare graduates to be classroom ready. This paper presents findings from a national survey of teacher educators developed to capture how and where implementation of portfolios of evidence has been occurring. Discussion focuses on the reported concentration of activities within small programmatic teams and the comprehensive level of involvement that champions of portfolios are assuming. The priorities pursued by these individuals and teams are presented alongside possible implications of the limited uptake across faculties, as well as the need for further study to better understand the current extent of implementation. (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