Demonstrating ‘Impact’: Insights from the Work of PreserviceDemonstrating ‘Impact’: Insights from the Work of Preservice Teachers Completing a Graduate Teacher PerformanceTeachers Completing a Graduate Teacher Performance AssessmentAssessme

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

Australian Journal of Teacher Education Pub Date : 2022-01-01 DOI:10.14221/ajte.2022v47n1.4

P. Brett, M. Parks

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Abstract

Initial Teacher Education (ITE) reform in Australia has mandated that graduating teachers demonstrate their practice and ‘impact’ through the completion of a Teaching Performance Assessment (TPA) prior to graduation. The requirement to analyse ‘impact’ in teaching, requires a nuanced understanding of what ‘impact’ is and how it manifests in varied contemporary classrooms. This paper reports on how a sample of high-performing pre-service teachers from one Australian ITE institution, within a framework devised by Australia’s largest TPA consortium, appraised the impact of their teaching in the context of the disciplinary area of Humanities and Social Sciences (HASS). How ‘impact’ was articulated through GTPA submissions revealed data-informed and holistic interpretations layered to include opportunistic teaching moments and relational and affective impact as well as analysis of cognitive progress. The paper also identifies ways in which analysis of impact might be further finessed with greater attention to pedagogical content knowledge and discipline-specific progression.

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展示“影响”:来自职前工作的见解展示“影响”:来自完成研究生教师绩效评估的职前教师工作的见解

澳大利亚的初级教师教育(ITE)改革要求即将毕业的教师在毕业前通过完成教学绩效评估(TPA)来展示他们的实践和“影响力”。分析教学中的“影响”的要求，需要对“影响”是什么以及它如何在不同的当代课堂中表现出来有细致入微的理解。本文报告了在澳大利亚最大的TPA联盟设计的框架内，来自澳大利亚一所ITE机构的高绩效职前教师样本如何评估他们在人文和社会科学学科领域(HASS)的教学影响。“影响”是如何通过GTPA提交的数据来表达的，揭示了数据和整体的解释，包括机会主义教学时刻、关系和情感影响以及对认知进步的分析。本文还确定了影响分析可能进一步细化的方法，更加关注教学内容、知识和学科具体进展。

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来源期刊

Australian Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： The purpose of the Australian Journal of Teacher Education is to enhance the quality of teacher education through the publication of research reports, learned points of view and commentaries. Contributions may address proposals for, or descriptions of, development in the purpose, structure and methodology of teacher education; curriculum issues; changes in schools; or general social, ideological or political issues relating to teacher education. Papers must make an explicit connection with teacher education. The Australian Journal of Teacher Education, which is blind peer reviewed by a minimum of two members of the Editorial panel, is access free, electronic and published by Edith Cowan University. The Journal is indexed by the Australian Education Index and ERIC. It was rated ‘A’ by Australian Research Council in 2010 (www.arc.gov.au/era/era_journal_list/htm ) and is ranked .496 on SCImago. It is pleased to offer authors an efficient publication service. Manuscripts that have been through the review and revision cycle and have been accepted for publication will typically be published within two months. The time to first review can take up to six months, due to the large number of papers being submitted for review. Intending authors should be aware that the Journal has a rejection rate in excess of 50%.