New Edited Book: Teaching Performance Assessments as a Cultural Disruptor in Initial Teacher Education

A new book titled, ‘Teaching Performance Assessments as a Cultural Disruptor in Initial Teacher Education: Standards, Evidence and Collaboration’, was released on 25 August 2021 as part of the Springer series titled, ‘Teacher Education, Learning Innovation and Accountability’ (TELIA). The book explores how well teachers are prepared for professional practice. It is the outcome of a large-scale research and development program that has collected extensive data on the impact of the GTPA on initial teacher education programs and preservice teachers’ engagement with the assessment. It contributes to international debates in teacher education by examining an Australian experience of teaching performance assessments as a catalyst for cultural change and practice reform in teacher education.

Editors:

• Claire Wyatt-Smith (PhD) – Professor of Educational Assessment and Measurement and Director, Institute for Learning Sciences & Teacher Education, ACU
• Lenore Adie (PhD) ­­– Associate Professor of Teacher Education and Assessment, Institute for Learning Sciences & Teacher Education, ACU
• Joce Nuttall (PhD) – Professor of Teacher Education, Institute for Learning Sciences & Teacher Education, ACU

Chapters Authored by Teacher Educators in the GTPA Collective:

• Chapter 5 – Opportunities and tensions in the experiences of collaborative professionalism during the enactment of the GTPA by Tanya Doyle, Neus Evans and Peta Salter. https://doi.org/10.1007/978-981-16-3705-6_5
• Chapter 6 – Collaboration in a context of accountability: Cultural change in teacher educator practice across university boundaries by Alison Lugg, Catherine Lang, Jacolyn Weller and Nicola Carr. https://doi.org/10.1007/978-981-16-3705-6_6
• Chapter 7 – Redefining boundaries in initial teacher education: Creating a collective vision and approach to preparing high-quality graduate teachers by Michelle Parks and Chad Morrison. https://doi.org/10.1007/978-981-16-3705-6_7
• Chapter 8 – GTPA as enabler: Review, renewal and evidence of preservice teachers’ assessment practices by Joanne Dargusch, Angelina Ambrosetti and Gillian Busch. https://doi.org/10.1007/978-981-16-3705-6_8

To access the book:

• Visit: https://link.springer.com/book/10.1007/978-981-16-3705-6#about-this-book