Literaturnachweis - Detailanzeige
Autor/inn/en | Charteris, Jennifer; Dargusch, Joanne |
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Titel | The Tensions of Preparing Pre-Service Teachers to Be Assessment Capable and Profession-Ready |
Quelle | In: Asia-Pacific Journal of Teacher Education, 46 (2018) 4, S.354-368 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Charteris, Jennifer) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1359-866X |
DOI | 10.1080/1359866X.2018.1469114 |
Schlagwörter | Preservice Teacher Education; Educational Improvement; Accreditation (Institutions); Practicums; Professional Identity; Economic Factors; Cultural Influences; Educational Practices; Foreign Countries; Quality Assurance; Teacher Evaluation; Teacher Effectiveness; National Curriculum; Teaching Methods; Australia Lehramtsstudiengang; Lehrerausbildung; Teaching improvement; Unterrichtsentwicklung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Practicum; Praktikum; Praktika; Ökonomischer Faktor; Cultural influence; Kultureinfluss; Bildungspraxis; Ausland; Qualitätssicherung; Teacher appraisal; Lehrerbeurteilung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Australien |
Abstract | There is both a growing appreciation of teacher assessment capability for the improvement of school student learning and achievement and a commensurate drive for graduates in Australian Initial Teacher Education institutions to demonstrate impact on school student learning as part of a national accreditation process. We argue in this article that if institutions are to prepare assessment capable graduates who are "profession-ready", attention to practice architectures is warranted. Practice architectures are the features in schools that enable and/or constrain practice. Skills, knowledge and understandings do not just cleanly transfer across Initial Teacher Education institutions and practicum contexts into graduate teacher classrooms. Practitioner identities are produced through "relatings" within specific social-political arrangement, "doings" that constitute activities afforded in material-economic conditions, and "sayings" that are a dominating medium in cultural-discursive frameworks. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |