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Defining and designing impact consciousness in teacher education

Kertesz, JL ORCID: 0000-0002-6250-7881 and Brett, P ORCID: 0000-0003-3519-0345 2019 , 'Defining and designing impact consciousness in teacher education' , Teaching Education , pp. 1-18 , doi: 10.1080/10476210.2019.1583728.

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Abstract

This article explores contested possible meanings of the term‘impact’ used in recent initial teacher education review body andaccreditation documentation in Australia. It proposes a model ofprogram design that explicitly evidences graduate capabilities togenerate effective teaching and learning in school classrooms. Itargues that we cannot expect to recognise, generate, and evidence positive classroom impact unless pre-service teachers areequipped with the pedagogical content knowledge and habitus tolook beyond teaching inputs to student outcomes. The articlefurther argues for learning experiences in initial teacher educationprograms that forge teacher identities that develop pre-serviceteachers’ and supervising teachers’ awareness of impact consciousness. It draws upon assessment literature and examinationof individual practice within a design-based research framework topropose a diagrammatic model of impact. The article presentsprogrammatic assessment as a fresh lens to consider a programmodel that incrementally develops and evidences increasing levelsof pre-service teacher impact consciousness.

Item Type: Article
Authors/Creators:Kertesz, JL and Brett, P
Keywords: Teacher Education; Impact; Programmatic assessment
Journal or Publication Title: Teaching Education
Publisher: Routledge
ISSN: 1047-6210
DOI / ID Number: 10.1080/10476210.2019.1583728
Copyright Information:

Copyright 2019 Informa UK Limited, trading as Taylor & Francis Group

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