Opportunities and tensions in the experiences of collaborative professionalism during the enactment of the GTPA

Doyle, Tanya, Evans, Neus, and Salter, Peta (2021) Opportunities and tensions in the experiences of collaborative professionalism during the enactment of the GTPA. In: Wyatt-Smith, Claire, and Nuttal, Joice, (eds.) Teaching Performance Assessment as a Cultural Disruptor in Initial Teacher Education: Standards, Evidence and Collaboration. Teacher Education, Learning Innovation and Accountability . Springer, Singapore, pp. 81-94.

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Abstract

Through discursive analysis of narratives of practice, this study examines the tensions and opportunities that arise for teacher educators as a result of implementing a teaching performance assessment into an existing program of study. The introduction of the Graduate Teacher Performance Assessment (GTPA®) , and the requirements to ensure assessment fidelity, disrupted our thinking, programmatic curricular and organisational structures. Drawing on the notion of collaborative professionalism, we analyse our implementation experiences and reflect on our professional learning in relation to the sites of practice (the university and partner schools) for our work, and the risks of implementation. Moreover, we draw on nuanced notions of accountability to illuminate how we have reconceptualised and reimagined our work as teacher educators. Simultaneously, we assert our capacity as teacher educators to shape and steer decision-making in initial teacher education (ITE) in ways that respond to the needs of the communities our graduate teachers serve.

Item ID: 69327
Item Type: Book Chapter (Research - B1)
ISBN: 978-981-16-3705-6
Copyright Information: © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2021. The Author Accepted Manuscript of this chapter is available Open Access from ResearchOnline@JCU from 25 August 2023.
Date Deposited: 10 Sep 2021 05:54
FoR Codes: 39 EDUCATION > 3901 Curriculum and pedagogy > 390102 Curriculum and pedagogy theory and development @ 34%
39 EDUCATION > 3904 Specialist studies in education > 390402 Education assessment and evaluation @ 33%
39 EDUCATION > 3901 Curriculum and pedagogy > 390199 Curriculum and pedagogy not elsewhere classified @ 33%
SEO Codes: 16 EDUCATION AND TRAINING > 1601 Learner and learning > 160199 Learner and learning not elsewhere classified @ 50%
16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160399 Teaching and curriculum not elsewhere classified @ 50%
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