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Abstract

Professional experience represents a critical intersection between theacademic programme and practice contexts as key elements within initial teachereducation. It allows preservice teachers to engage in the roles and responsibilities ofteaching while significantly enhancing their perspectives, knowledge and practices.These experiences represent sites of critical boundary crossings, where stakeholdersassociated with initial teacher education often pursue disparate priorities, perspectives and practices. Because of this, effective boundary crossings are critical to thiswork, but are also inherently challenging. This chapter reports on the redefining ofboundaries between one university and its stakeholders for the purpose of developinga collective vision and common objectives. The introduction of a teaching performance assessment within Australian initial teacher education provided the impetusfor reform. In response, a strategic, relational approach was developed to redefine howstakeholders reimagined shared practices. Importantly, this approach was strengthened through membership to what was referred to as the Graduate Teacher Performance Assessment (GTPA) Collective. The consequences of this included enhancedrelationships, informed perspectives, new and shared language and practices andmore regular and productive boundary crossings for those associated with this work.

Item Type:	Book Section
Authors/Creators:	Parks, M and Morrison, C
Keywords:	teacher performance assessment, initial teacher education, partnerships
Publisher:	Springer Nature Singapore Pte Ltd.
Copyright Information:	Copyright 2021 The Author(s), under exclusive license to Springer Nature Singapore Pty Ltd.
Related URLs:	UTAS Profile: Parks, M
Item Statistics:	View statistics for this item

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