Demonstrating 'Impact': Insights from the Work of Preservice Teachers Completing a Graduate Teacher Performance Assessment

Autor/inn/en	Brett, Peter; Parks, Michelle
Titel	Demonstrating 'Impact': Insights from the Work of Preservice Teachers Completing a Graduate Teacher Performance Assessment
Quelle	In: Australian Journal of Teacher Education, 47 (2022) 1, S.49-65, Artikel 4 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Foreign Countries; Humanities; Social Sciences; Teacher Effectiveness; Performance Based Assessment; Teacher Evaluation; Australia + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Ausland; Geisteswissenschaften; Humanwissenschaften; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Leistungsermittlung; Teacher appraisal; Lehrerbeurteilung; Australien
Abstract	Initial Teacher Education (ITE) reform in Australia has mandated that graduating teachers demonstrate their practice and 'impact' through the completion of a Teaching Performance Assessment (TPA) prior to graduation. The requirement to analyse 'impact' in teaching, requires a nuanced understanding of what 'impact' is and how it manifests in varied contemporary classrooms. This paper reports on how a sample of high-performing pre-service teachers from one Australian ITE institution, within a framework devised by Australia's largest TPA consortium, appraised the impact of their teaching in the context of the disciplinary area of Humanities and Social Sciences (HASS). How 'impact' was articulated through GTPA submissions revealed data-informed and holistic interpretations layered to include opportunistic teaching moments and relational and affective impact as well as analysis of cognitive progress. The paper also identifies ways in which analysis of impact might be further finessed with greater attention to pedagogical content knowledge and discipline-specific progression. (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	2024/1/01