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Demonstrating 'impact': insights from the work of preservice teachers completing a graduate teacher performance assessment

Citation

Brett, DB and Parks, M, Demonstrating 'impact': insights from the work of preservice teachers completing a graduate teacher performance assessment, Australian Journal of Teacher Education, 47, (1) pp. 49-65. ISSN 0313-5373 (2022) [Refereed Article]


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Abstract

Abstract: Initial Teacher Education (ITE) reform in Australia has mandated that graduating teachers demonstrate their practice and ‘impact’ through the completion of a Teaching Performance Assessment (TPA) prior to graduation. The requirement to analyse ‘impact’ in teaching, requires a nuanced understanding of what ‘impact’ is and how it manifests in varied contemporary classrooms. This paper reports on how a sample of high-performing pre-service teachers from one Australian ITE institution, within a framework devised by Australia’s largest TPA consortium, appraised the impact of their teaching in the context of the disciplinary area of Humanities and Social Sciences (HASS). How ‘impact’ was articulated through GTPA submissions revealed data-informed and holistic interpretations layered to include opportunistic teaching moments and relational and affective impact as well as analysis of cognitive progress. The paper also identifies ways in which analysis of impact might be further finessed with greater attention to pedagogical content knowledge and discipline-specific progression.

Item Details

Item Type:Refereed Article
Keywords:graduate teacher performance assessment (GTPA), impact, teacher effectiveness.
Research Division:Education
Research Group:Education systems
Research Field:Teacher education and professional development of educators
Objective Division:Education and Training
Objective Group:Learner and learning
Objective Field:Professional development and adult education
UTAS Author:Brett, DB (Dr Peter Brett)
UTAS Author:Parks, M (Dr Michelle Parks)
ID Code:149990
Year Published:2022
Deposited By:Education
Deposited On:2022-05-06
Last Modified:2022-05-06
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