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Ready? Action! Building a portfolio of evidence in teacher education
Citation
Masters, J, Ready? Action! Building a portfolio of evidence in teacher education, ePortfolios Australia Forum 2016 - Book of Papers, 28-29 September 2016, Sydney, Australia, pp. 17-24. (2016) [Refereed Conference Paper]
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Abstract
The Teacher Education Ministerial Advisory Group (TEMAG) was convened in
2014 and was asked to recommend how initial teacher education in Australia
might be reformed to better prepare teachers for teaching (TEMAG, 2014,
p. v). The subsequent report, Action now: Classroom ready teachers (TEMAG,
2014) outlined some clear expectations for teacher education and accreditation
in the coming years. Of particular interest to this audience was the key direction
that pre-service teachers should be required to develop a ‘portfolio of evidence’
during their initial teacher education program in order to demonstrate that
they have reached ‘classroom readiness’ by the time they graduate. This,
according to the report, would confirm their eligibility for provisional
registration and then they would be required to add to this portfolio as a
beginning teacher in order to achieve full registration as a teacher. This short
paper reflects on the status of portfolios in teacher education and then
examines the recommendations from the TEMAG report that relate to the
portfolio of evidence. In particular, Recommendations 26 (a national
assessment framework linked to the portfolio), 27 (connections with the
Australian Professional Standards for Teachers (AITSL, 2014)) and 28 (portfolio
requirements during practicum) have significant implications for teacher
education programs while Recommendation 33 (portfolio requirements for
provisional teachers working towards full registration) will impact on induction
in to the profession and ongoing professional development of teachers.
While the TEMAG report acknowledged that there are examples of excellence
in Australian teacher education, it maintained that this innovation has been
sporadic and therefore all teacher education providers will need to review their
practice in accordance with the report recommendations. In the Faculty of
Education at the University of Tasmania, we are examining all of our programs
in line with the TEMAG report and consequently our implementation of
ePortfolios across the teacher education courses. While we currently have
some examples of innovative ePortfolio use, we don’t yet have a clear and
systemic implementation approach and therefore need to rethink how we can
best enact the portfolio requirements emerging from the report. This paper,
therefore, outlines the challenges that we face and describes the strategies we
are considering in order to address the TEMAG recommendations.
Item Details
Item Type: | Refereed Conference Paper |
---|---|
Keywords: | teacher education, teacher standards, portfolio of evidence, TEMAG, ePortfolio |
Research Division: | Education |
Research Group: | Specialist studies in education |
Research Field: | Educational technology and computing |
Objective Division: | Expanding Knowledge |
Objective Group: | Expanding knowledge |
Objective Field: | Expanding knowledge in education |
UTAS Author: | Masters, J (Dr Jennifer Masters) |
ID Code: | 112399 |
Year Published: | 2016 |
Deposited By: | Education |
Deposited On: | 2016-11-08 |
Last Modified: | 2022-06-16 |
Downloads: | 140 View Download Statistics |
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