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      Enquiring into a teacher performance assessment: towards intelligent professional responsibility in initial teacher education

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            Abstract

            Author and article information

            Journal
            LRE
            London Review of Education
            Lond. Rev. Educ.
            UCL Press
            1474-8479
            07 December 2022
            : 20
            : 1
            : 47
            Affiliations
            [1 ]School of Early Childhood and Inclusive Education, Queensland University of Technology, Brisbane, Australia
            Author notes
            [* ]Correspondence: n.spina@ 123456qut.edu.au
            Author information
            https://orcid.org/0000-0002-2923-0104
            https://orcid.org/0000-0003-4632-6295
            https://orcid.org/0000-0002-1149-4734
            https://orcid.org/0000-0002-8404-1381
            Article
            LRE-20-47
            10.14324/LRE.20.1.47
            60ba2558-abb1-4086-a9d9-42d42d5a878c
            © 2022, Nerida Spina, Rebecca Spooner-Lane, Julia Mascadri and Elizabeth Briant.

            This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited • DOI: https://doi.org/10.14324/LRE.20.1.47.

            History
            : 03 June 2022
            : 11 October 2022
            Page count
            Pages: 11
            Categories
            Research article
            Custom metadata
            Spina, N., Spooner-Lane, R., Mascadri, J. and Briant, E. (2022) ‘Enquiring into a teacher performance assessment: towards intelligent professional responsibility in initial teacher education’. London Review of Education, 20 (1), 47. DOI: https://doi.org/10.14324/LRE.20.1.47.

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            teacher performance assessment,higher education,teacher education,Australia,cross-institutional moderation

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