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The tensions of preparing pre-service teachers to be assessment capable and profession-ready

journal contribution
posted on 25.06.2018, 00:00 authored by J Charteris, Joanne DarguschJoanne Dargusch
There is both a growing appreciation of teacher assessment capability for the improvement of school student learning and achievement and a commensurate drive for graduates in Australian Initial Teacher Education institutions to demonstrate impact on school student learning as part of a national accreditation process. We argue in this article that if institutions are to prepare assessment capable graduates who are “profession-ready”, attention to practice architectures is warranted. Practice architectures are the features in schools that enable and/or constrain practice. Skills, knowledg and understandings do not just cleanly transfer across Initial Teacher Education institutions and practicum contexts into graduate teacher classrooms. Practitioner identities are produced through “relatings” within specific social-political arrangement, “doings” that constitute activities afforded in material-economic conditions, and “sayings” that are a dominating medium in cultural-discursive frameworks.

History

Start Page

1

End Page

15

Number of Pages

15

eISSN

1469-2945

ISSN

1359-866X

Publisher

Taylor & Francis (Routledge)

Peer Reviewed

Yes

Open Access

No

Acceptance Date

26/01/2018

External Author Affiliations

University of New England

Era Eligible

Yes

Journal

Asia-Pacific Journal of Teacher Education