Negotiating the Role of the Academy in the Teacher Performance Assessment Landscape

• In Event: Reflections on Teacher Education in Global Contexts

Abstract

The requirement for Australian teacher education providers to adopt a teaching performance assessment (TPA) raises for some the fears of entrenching simplistic notions of measurement and evidence into a professional field distinguished by its careful relationship to intellectual and academic labor. Drawing on focus group data and reflections of academics, the study considers how intellectual labor is intertwined with the field in which it operates, such that issues of co-construction of knowledge, critical thinking and reflection are qualities that define both academic work and the work of teachers. Our analysis explains how education academics, as principle designers of an assessment instrument, might also be engaged in negotiating the intellectual premise of their own ITE programs.

Authors

• Patrick Dean Brownlee, The University of Sydney

• Amanda McGraw

• Debra Talbot, The University of Sydney

• John Buchanan, University of Technology, Sydney