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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

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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 Mainsbridge
The 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 Education

Volume

43

Issue

8

Article number

7

Number

7

Pagination

105-122

ISSN

0313-5373

Department/School

Faculty of Education

Publisher

Edith Cowan University

Place of publication

Australia

Rights statement

Copyright 2018 the author

Repository Status

  • Open

Socio-economic Objectives

Teacher and instructor development

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