Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/26304
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dc.contributor.authorCharteris, Jenniferen
dc.contributor.authorDargusch, Joanneen
dc.date.accessioned2019-02-11T05:25:03Z-
dc.date.available2019-02-11T05:25:03Z-
dc.date.issued2018-
dc.identifier.citationAsia-Pacific Journal of Teacher Education, 46(4), p. 354-368en
dc.identifier.issn1359-866Xen
dc.identifier.issn1469-2945en
dc.identifier.urihttps://hdl.handle.net/1959.11/26304-
dc.description.abstractThere 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.en
dc.languageenen
dc.publisherRoutledgeen
dc.relation.ispartofAsia-Pacific Journal of Teacher Educationen
dc.titleThe tensions of preparing pre-service teachers to be assessment capable and profession-readyen
dc.typeJournal Articleen
dc.identifier.doi10.1080/1359866x.2018.1469114en
dcterms.accessRightsUNE Greenen
dc.subject.keywordsVocational Education and Training Curriculum and Pedagogyen
local.contributor.firstnameJenniferen
local.contributor.firstnameJoanneen
local.subject.for2008130213 Vocational Education and Training Curriculum and Pedagogyen
local.subject.seo2008930202 Teacher and Instructor Developmenten
local.profile.schoolSchool of Educationen
local.profile.emailjcharte5@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20180501-082129en
local.publisher.placeAustraliaen
local.format.startpage354en
local.format.endpage368en
local.peerreviewedYesen
local.identifier.volume46en
local.identifier.issue4en
local.access.fulltextYesen
local.contributor.lastnameCharterisen
local.contributor.lastnameDarguschen
dc.identifier.staffune-id:jcharte5en
local.profile.orcid0000-0002-1554-6730en
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:-20180501-082129en
local.identifier.unepublicationidune:-20180501-082129en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleThe tensions of preparing pre-service teachers to be assessment capable and profession-readyen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.search.authorCharteris, Jenniferen
local.search.authorDargusch, Joanneen
local.open.fileurlhttps://rune.une.edu.au/web/retrieve/10647891-de8a-41d6-bf45-43a14601d71ben
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School of Education
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