澳大利亚教学绩效评估的发展:我们学到了什么?

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

Australian Journal of Teacher Education Pub Date : 2023-01-01 DOI:10.14221/1835-517x.5692

Rebecca Spooner-Lane, Tania Broadley, E. Curtis, P. Grainger

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引用次数: 0

摘要

随着越来越多的人批评研究生教师进入该行业的准备不稳定，澳大利亚教学和学校领导研究所(AITSL)引入了一项项目认证要求，即所有初级教师教育(ITE)提供者必须在其教师教育项目的最后一年实施教学绩效评估(TPA)。AITSL并没有规定ITE供应商必须如何满足项目标准，这导致在42家ITE供应商中实施了12个tpa。本文概述了一项经批准的教师培训计划的制定和实施，该计划旨在衡量即将毕业的教师的准备情况，同时考虑了从知名教师培训计划中吸取的教训和我们自己的经验。由于这是澳大利亚早期通过认证认可程序批准的未获资助的tpa之一，本文提供了一些关于满足额外认证计划要求的见解，并提出了与实施tpa相关的一些长期考虑。

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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Development of a Teaching Performance Assessment in Australia: What did we learn?

: Following increasing criticism of the variability in graduate teachers’ readiness to enter the profession, the Australian Institute for Teaching and School Leadership (AITSL) introduced a program accreditation requirement that all initial teacher education (ITE) providers must implement a Teaching Performance Assessment (TPA) in the final year of their teacher education programs. AITSL were not prescriptive in how ITE providers must meet the program standard which has resulted in 12 TPAs being implemented across 42 ITE providers. This paper outlines the development and implementation of one endorsed TPA designed to measure the readiness of graduating teachers, whilst taking into consideration the learnings from well-known TPAs and our own experiences. With this being one of the earlier unfunded TPAs in Australia to have been approved through the accreditation endorsement process, the paper offers some insights into meeting the additional accreditation program requirements and raises some longer-term considerations associated with implementing TPAs.

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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%.