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|Title:||The tensions of preparing pre-service teachers to be assessment capable and profession-ready||Contributor(s):||Charteris, Jennifer (author) ; Dargusch, Joanne (author)||Publication Date:||2018||Open Access:||Yes||DOI:||10.1080/1359866x.2018.1469114||Handle Link:||https://hdl.handle.net/1959.11/26304||Abstract:||There is both a growing appreciation of teacher assessment capability for the improvement of school student learning and achievement and a commensurate drive for graduates in Australian Initial Teacher Education institutions to demonstrate impact on school student learning as part of a national accreditation process. We argue in this article that if institutions are to prepare assessment capable graduates who are “profession-ready”, attention to practice architectures is warranted. Practice architectures are the features in schools that enable and/or constrain practice. Skills, knowledge and understandings do not just cleanly transfer across Initial Teacher Education institutions and practicum contexts into graduate teacher classrooms. Practitioner identities are produced through “relatings” within specific social-political arrangement, “doings” that constitute activities afforded in material-economic conditions, and “sayings” that are a dominating medium in cultural-discursive frameworks.||Publication Type:||Journal Article||Source of Publication:||Asia-Pacific Journal of Teacher Education, 46(4), p. 354-368||Publisher:||Routledge||Place of Publication:||Australia||ISSN:||1359-866X
|Field of Research (FOR):||130213 Vocational Education and Training Curriculum and Pedagogy||Peer Reviewed:||Yes||HERDC Category Description:||C1 Refereed Article in a Scholarly Journal|
|Appears in Collections:||Journal Article|
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