Defining and designing impact consciousness in teacher education

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Teaching Education Pub Date : 2020-10-01 DOI:10.1080/10476210.2019.1583728

John Kertesz, Peter Brett

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引用次数: 3

Abstract

ABSTRACT This article explores contested possible meanings of the term ‘impact’ used in recent initial teacher education review body and accreditation documentation in Australia. It proposes a model of program design that explicitly evidences graduate capabilities to generate effective teaching and learning in school classrooms. It argues that we cannot expect to recognise, generate, and evidence positive classroom impact unless pre-service teachers are equipped with the pedagogical content knowledge and habitus to look beyond teaching inputs to student outcomes. The article further argues for learning experiences in initial teacher education programs that forge teacher identities that develop pre-service teachers’ and supervising teachers’ awareness of impact consciousness. It draws upon assessment literature and examination of individual practice within a design-based research framework to propose a diagrammatic model of impact. The article presents programmatic assessment as a fresh lens to consider a program model that incrementally develops and evidences increasing levels of pre-service teacher impact consciousness.

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教师教育中冲击意识的界定与设计

摘要：本文探讨了澳大利亚最近的初级教师教育审查机构和认证文件中使用的“影响”一词的可能含义。它提出了一个程序设计模型，明确证明了毕业生在学校课堂上进行有效教学的能力。它认为，除非职前教师具备教学内容知识和习惯，能够超越教学投入，着眼于学生的成果，否则我们不能指望认识、产生和证明积极的课堂影响。文章进一步论证了在最初的教师教育项目中的学习经验，这些项目塑造了教师身份，培养了职前教师和监督教师的影响意识。它借鉴了评估文献和在基于设计的研究框架内对个人实践的审查，提出了一个影响的图解模型。本文将方案评估作为一个新的视角，以考虑一个逐步发展并证明职前教师影响意识水平不断提高的方案模型。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

6.20%

发文量

期刊介绍： Teaching Education is an interdisciplinary forum for innovative practices and research in teacher education. Submission of manuscripts from educational researchers, teacher educators and practicing teachers is encouraged. Contributions are invited which address social and cultural, practical and theoretical aspects of teacher education in university-, college-, and school-based contexts. The journal’s focus is on the challenges and possibilities of rapid social and cultural change for teacher education and, more broadly, for the transformation of education. These challenges include: the impact of new cultures and globalisation on curriculum and pedagogy; new collaborations and partnerships between universities, schools and other social service agencies; the consequences of new community and family configurations for teachers’ work; generational and cultural change in schools and teacher education institutions; new technologies and education; and the impact of higher education policy and funding on teacher education. Manuscripts addressing critical and theory-based research or scholarly reflections and debate on contemporary issues related to teacher education, will be considered. Papers should attempt to present research, innovative theoretical and/or practical insights in relevant current literature and debate.