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

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            Abstract

            Teacher education is broadly seen as a policy problem in that it has failed to produce sufficient ‘classroom ready’ teachers. One accountability measure that has been introduced in Australia to address this purported problem is the capstone teacher performance assessments (TPAs). All Australian pre-service teachers must pass this hurdle assessment to be eligible for teacher registration, and all teacher education providers must provide evidence of the effectiveness of their programmes in producing classroom ready teachers to maintain accreditation. The research presented in this article investigated the experiences of a consortium of teacher educators from four Australian universities that implemented a nationally endorsed TPA known as the quality TPA (QTPA). Intelligent professional responsibility was used to consider the experiences and possibilities for educators working in a policy context characterised by increasing accountabilities. Our findings suggest that the introduction of the TPA in Australia created momentum for building collaborative national teacher education partnerships with a focus on improving programme quality and graduate readiness to teach. Our data illustrate how the introduction of a TPA policy mandate in Australia created an external accountability context that allowed for teacher educators to bolster the quality of teacher education programmes from within.

            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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