教师绩效评估探讨:面向初级教师教育的智能专业责任

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH London Review of Education Pub Date : 2022-12-07 DOI:10.14324/lre.20.1.47
Nerida Spina, Rebecca Spooner-Lane, Julia Mascadri, Elizabeth Briant
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引用次数: 1

摘要

教师教育被广泛视为一个政策问题,因为它未能培养出足够的“课堂准备”教师。澳大利亚为解决这一所谓问题而采取的一项问责措施是顶点教师绩效评估。所有澳大利亚职前教师都必须通过这一障碍评估才能获得教师注册资格,所有教师教育提供者都必须提供证据,证明其课程在培养课堂教师方面的有效性,以保持认证。本文中的研究调查了来自四所澳大利亚大学的教师教育工作者联盟的经验,该联盟实施了一项全国认可的TPA,即质量TPA(QTPA)。明智的专业责任被用来考虑教育工作者在以增加责任为特征的政策背景下工作的经验和可能性。我们的研究结果表明,TPA在澳大利亚的引入为建立国家教师教育合作伙伴关系创造了势头,重点是提高课程质量和毕业生的教学准备。我们的数据表明,在澳大利亚引入TPA政策授权,创造了一个外部问责环境,使教师教育工作者能够从内部提高教师教育计划的质量。
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Enquiring into a teacher performance assessment: towards intelligent professional responsibility in initial teacher education
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.
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来源期刊
London Review of Education
London Review of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.90
自引率
6.70%
发文量
39
审稿时长
48 weeks
期刊介绍: London Review of Education (LRE), an international peer-reviewed journal, aims to promote and disseminate high-quality analyses of important issues in contemporary education. As well as matters of public goals and policies, these issues include those of pedagogy, curriculum, organisation, resources, and institutional effectiveness. LRE wishes to report on these issues at all levels and in all types of education, and in national and transnational contexts. LRE wishes to show linkages between research and educational policy and practice, and to show how educational policy and practice are connected to other areas of social and economic policy.
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