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Redefining Boundaries in Initial Teacher Education: Creating a Collective Vision and Approach to Preparing High-Quality Graduate Teachers

Citation

Parks, M and Morrison, C, Redefining Boundaries in Initial Teacher Education: Creating a Collective Vision and Approach to Preparing High-Quality Graduate Teachers, Teaching Performance Assessments as a Cultural Disruptor in Initial Teacher Education, Springer Nature Singapore Pte Ltd., C Wyatt-Smith, L Adie and J Nuttall (ed), Singapore, pp. 115-128. ISBN 978-981-16-3704-9 (2021) [Research Book Chapter]

Copyright Statement

Copyright 2021 The Author(s), under exclusive license to Springer Nature Singapore Pty Ltd.

Abstract

Professional experience represents a critical intersection between the academic programme and practice contexts as key elements within initial teacher education. It allows preservice teachers to engage in the roles and responsibilities of teaching while significantly enhancing their perspectives, knowledge and practices. These experiences represent sites of critical boundary crossings, where stakeholders associated with initial teacher education often pursue disparate priorities, perspectives and practices. Because of this, effective boundary crossings are critical to this work, but are also inherently challenging. This chapter reports on the redefining of boundaries between one university and its stakeholders for the purpose of developing a collective vision and common objectives. The introduction of a teaching performance assessment within Australian initial teacher education provided the impetus for reform. In response, a strategic, relational approach was developed to redefine how stakeholders reimagined shared practices. Importantly, this approach was strengthened through membership to what was referred to as the Graduate Teacher Performance Assessment (GTPA) Collective. The consequences of this included enhanced relationships, informed perspectives, new and shared language and practices and more regular and productive boundary crossings for those associated with this work.

Item Details

Item Type:Research Book Chapter
Keywords:teacher performance assessment, initial teacher education, partnerships
Research Division:Education
Research Group:Education systems
Research Field:Higher education
Objective Division:Education and Training
Objective Group:Learner and learning
Objective Field:Higher education
UTAS Author:Parks, M (Dr Michelle Parks)
ID Code:146776
Year Published:2021
Deposited By:Education
Deposited On:2021-09-24
Last Modified:2021-10-18
Downloads:0

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