This is the foundational book for the new series, Teacher Education, Learning Innovation and Accountability. The book canvasses research, practice and policy perspectives in teacher education across diverse geographic, social and political contexts. It explores the lifespan of teacher development from initial preparation through to graduate classroom practice as it occurs in an intensifying culture of standards and regulation. The characterization of initial teacher education (ITE) in a crucible of change permeates throughout the book. The chapters open up new ways of thinking about innovation and accountability in ITE and the professionalization of teaching, exploring fundamental questions, such as “Who are the actors in teacher preparation and how do they interact? How can we learn about the quality of teacher education? Where can we hear the voices of teacher educators and preservice teachers, as well as school-based teacher educators? What are the new and emerging roles of others in teacher education who have not been involved previously, including employing authorities?” (p. 22). While the book provides responses to these and other provocative questions, it also offers new insights into innovative teacher education from a wide range of policy and practice contexts.
Inhaltsverzeichnis
1 Setting directions for new cultures in teacher education: The move to large scale collaborative professionalism.- Part I Accountability and change in teacher education.- 2 Accountability in teacher education in Norway: A case study of mistrust and trust.- 3 Notes from a small country: Teacher education, learning innovation and accountability in Scotland.- 4 Lost in transition: Learning to teach in the era of test based accountability.- 5 The explicit nature of educational goals for the 21st century.- 6 Challenges for initial teacher education in the context of ’21st century‘ learning imperatives.- 7 Conceptions of readiness in initial teacher education: Quality, impact, standards and evidence in policy directives.- 8 Research-informed conceptualization and design principles of teacher performance assessments: Wrestling with system and site validity.- Part II Preparing teachers for diverse learners and context.- 9 Analyzing curriculum orientations of kindergarten curriculum.- 10 Engaging with ambivalence: The neglect of early childhood teacher education in initial teacher education reform in Australia.- 11 preparing teachers for assessment in schools: The influence of teacher educators.- 12 Looking for synergies to meet the challenges of teacher education.- 13 Enhancing inclusive education through teacher education reforms.- 14 Is quality initial teacher education where the music stops? Conceptualizing the becoming of a teacher: Lessons from the field.- Part III Partnerships and professional cultures.- 15 Early career teachers‘ perceptions of initial teacher education.- 16 Revisiting the teaching practicum: Effecting innovation or entrenching the status quo? Reflections from an ITE program in South Africa.- 17 School-based work in initial teacher education: Responding to policy in practice.- 18 Designing for integration in initial teacher education (ITE) curricula: The Hong Kong postgraduate diploma in education (PDGE).- 19 Teacher education in a crucible of change.
Über den Autor
Claire Wyatt-Smith is the Director of the Institute for Learning Sciences and Teacher Education (ILSTE) and Professor of Educational Assessment and Evaluation, Australian Catholic University. Claire’s research is focused on teaching and evaluative expertise. It examines the role of standards, professional judgement and moderation, as well as the use of data to inform teaching and improve learning. She acts as an advisor to various agencies within Australia and internationally, and is currently leading a large-scale Australian study involving a national collective of 13 universities undertaking the Graduate Teacher Performance Assessment and cross-institutional standards-referenced moderation. Her recent books include
Assessment for education: Standards, judgement and Moderation (Sage 2014), and
Designing assessment for quality learning (Springer 2014). She is the Foundation Editor of
The Enabling Power of Assessment Series as well as the series,
Teacher Education, Learning Innovation and Accountability.
Lenore Adie is a Senior Research Fellow with the Assessment, Evaluation and Student Learning Research Concentration at the Institute for Learning Sciences and Teacher Education (ILSTE), Australian Catholic University. Her research focuses on assessment and moderation processes as these contribute to supporting teachers’ pedagogical practices and student learning. She has a further interest in the enactment of assessment policy and the validity of assessment processes. Her research has generated new knowledge in the field of assessment, focusing on quality in assessment practices and processes, in particular within systems of standards-referenced assessment. This work addresses the alignment of curriculum, assessment and pedagogic practices through the design of assessment tasks and the application of criteria and grading. Lenore has extensive professional experience working in schools as a teacher and in leadership positions, and in teacher education for over 30 years.
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