Formative Performance Assessment in Preservice Teacher Education -- Working through the Black Boxes

Autor/inn/en	Adlington, Rachael; Charteris, Jennifer; Nye, Adele
Titel	Formative Performance Assessment in Preservice Teacher Education -- Working through the Black Boxes
Quelle	In: Asia-Pacific Journal of Teacher Education, 51 (2023) 1, S.90-104 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adlington, Rachael) ORCID (Charteris, Jennifer) ORCID (Nye, Adele)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2022.2162848
Schlagwörter	Preservice Teachers; Student Evaluation; Performance Based Assessment; Formative Evaluation; Preservice Teacher Education; Foreign Countries; Theory Practice Relationship; Australia + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Leistungsermittlung; Lehramtsstudiengang; Lehrerausbildung; Ausland; Theorie-Praxis-Beziehung; Australien
Abstract	Teaching performance assessments (TPA) are a trending feature of initial teacher education. Founded in the United States of America, TPAs have emerged in the Australian context as a capstone assessment of preservice teacher competence. However, the inclusion of the TPA in initial teacher education places additional pressure on tertiary institutions to prepare their graduates for the rigour of the test alongside the rigour of the classroom. This paper examines the ways in which preservice teachers may best be prepared for both the test and the teaching profession, exploring notions of the TPA and teacher quality, and the tensions between theory and practice. It does so in the context of part-time and distance initial teacher education, where the gap between university and the classroom, theory and practice is magnified. "PrExConnex" is introduced as one way in which preservice teachers can be appropriately scaffolded in learning how to negotiate the TPA during professional experience, whilst also being supported in becoming professionals, engaging in professional dialogue and reflective practice. Here, we leverage the metaphor of the classroom as a "black box;" the complex space in which connections occur between teacher and school inputs and student educational output. (As Provided).
Anmerkungen	Taylor & Francis. 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	2024/1/01