Preview

PDF 128190 - Learni...pdf | Download (333kB) | Preview

Abstract

The language of “impact” has been foregrounded in the recent lexicon of Australian initial teacher education (ITE). How teacher education programmes and supervising teachers identify and assess the impact of pre-service teachers’ work with learners across a professional placement is a pressing issue for ITE providers. This paper reports on qualitative analysis of the language of supervising teachers’ summative assessments of pre-service teachers’ final-year professional experience placements in relation to impact. Analysis of written comments that addressed the Australian Professional Standards for Teachers Graduate Standards revealed that the language of impact is still emerging within the discourse of supervising teachers. This has professional learning implications for all ITE stakeholders.

Item Type:	Article
Authors/Creators:	Brett, PD and Fitzallen, N and Kilpatrick, S and Morrison, C and Mainsbridge, C and Reynolds, B and Kertesz, J and Quentin-Baxter, M
Keywords:	Initial teacher education; Impact; Australia; Supervising teachers
Journal or Publication Title:	Australian Journal of Teacher Education
Publisher:	Edith Cowan University
ISSN:	0313-5373
DOI / ID Number:	10.14221/ajte.2018v43n8.7
Copyright Information:	Copyright 2018 the author
Related URLs:	Google Scholar: Brett, PD UTAS Profile: Brett, PD Google Scholar: Fitzallen, N UTAS Profile: Fitzallen, N Google Scholar: Kilpatrick, S UTAS Profile: Kilpatrick, S Google Scholar: Morrison, C UTAS Profile: Morrison, C Google Scholar: Mainsbridge, C UTAS Profile: Mainsbridge, C Google Scholar: Reynolds, B UTAS Profile: Reynolds, B Google Scholar: Kertesz, J UTAS Profile: Kertesz, J Google Scholar: Quentin-Baxter, M UTAS Profile: Quentin-Baxter, M
Item Statistics:	View statistics for this item

Actions (login required)

Item Control Page