128190 - Learning the Words_ Supervising Teachers and the Language of Impact.pdf (325.85 kB)
Learning the Words: supervising teachers and the language of impact in an initial teacher education programme
journal contribution
posted on 2023-05-19, 21:04 authored by Peter BrettPeter Brett, Noleine FitzallenNoleine Fitzallen, Susan KilpatrickSusan Kilpatrick, Morrison, C, Bronwyn ReynoldsBronwyn Reynolds, John Kertesz, Megan Quentin-Baxter, Casey MainsbridgeCasey MainsbridgeThe language of “impact” has been foregrounded in the recent lexicon of Australian initial teacher education (ITE). How teacher education programmes and supervising teachers identify and assess the impact of pre-service teachers’ work with learners across a professional placement is a pressing issue for ITE providers. This paper reports on qualitative analysis of the language of supervising teachers’ summative assessments of pre-service teachers’ final-year professional experience placements in relation to impact. Analysis of written comments that addressed the Australian Professional Standards for Teachers Graduate Standards revealed that the language of impact is still emerging within the discourse of supervising teachers. This has professional learning implications for all ITE stakeholders.
History
Publication title
Australian Journal of Teacher EducationVolume
43Issue
8Article number
7Number
7Pagination
105-122ISSN
0313-5373Department/School
Faculty of EducationPublisher
Edith Cowan UniversityPlace of publication
AustraliaRights statement
Copyright 2018 the authorRepository Status
- Open