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Implementation of Portfolios within Australian Initial Teacher Education: Who’s Leading the Charge?

Citation

Morrison, CM and Masters, J and Quentin-Baxter, M, Implementation of Portfolios within Australian Initial Teacher Education: Who's Leading the Charge?, The Australian Journal of Teacher Education, 43, (7) Article 6. ISSN 0313-5373 (2018) [Refereed Article]


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Copyright 2018 the author

Official URL: http://ro.ecu.edu.au/ajte/vol43/iss7/6/

DOI: doi:10.14221/ajte.2018v43n7.6

Abstract

Recent changes to national accreditation requirements have emphasised portfolios as the required mechanism for initial teacher education providers to demonstrate the impact of their programs against the Graduate Teacher Standards and to prepare graduates to be classroom ready. This paper presents findings from a national survey of teacher educators developed to capture how and where implementation of portfolios of evidence has been occurring. Discussion focuses on the reported concentration of activities within small programmatic teams and the comprehensive level of involvement that champions of portfolios are assuming. The priorities pursued by these individuals and teams are presented alongside possible implications of the limited uptake across faculties, as well as the need for further study to better understand the current extent of implementation.

Item Details

Item Type:Refereed Article
Keywords:eportfolio teacher education
Research Division:Education
Research Group:Specialist Studies in Education
Research Field:Teacher Education and Professional Development of Educators
Objective Division:Expanding Knowledge
Objective Group:Expanding Knowledge
Objective Field:Expanding Knowledge in Education
UTAS Author:Morrison, CM (Dr Chad Morrison)
UTAS Author:Masters, J (Dr Jennifer Masters)
UTAS Author:Quentin-Baxter, M (Professor Megan Quentin-Baxter)
ID Code:127722
Year Published:2018
Deposited By:Education
Deposited On:2018-08-10
Last Modified:2019-01-14
Downloads:9 View Download Statistics

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