Skip to main content
SpringerLink
Log in

Initial Teacher Education and Assessment of Graduates in Australia

  • Chapter
  • First Online:
Quality and Change in Teacher Education

Part of the book series: Professional Learning and Development in Schools and Higher Education ((PROD,volume 13))

Abstract

In this chapter we discuss the impact of recent standards-based legislation and implementation in Australia designed to improve the quality of teacher education and examine the ways in which teacher educators are assessing graduates in relation to beginning teacher standards, the evidence they are using within the context of accreditation of their programs, and the impact this is having on the teacher education curriculum. We report on research into the implementation and evaluation of an authentic teacher assessment approach being used in one Australian university and argue that such an approach not only empowers pre-service teachers but also teacher educators.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
eBook
USD 16.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Allard, A., Mayer, D., & Moss, J. (2014). Authentically assessing graduate teaching: Outside and beyond neo-liberal constructs. Australian Education Researcher, 41(4), 425–443. doi:10.1007/s13384-013-0140-x.

    Article  Google Scholar 

  • Arends, R. I. (2006a). Performance assessment in perspective: History, opportunities, and challenges. In S. Castle & B. D. Shaklee (Eds.), Assessing teacher performance: Performance-based assessment in teacher education (pp. 3–22). Lanham: Rowman and Littlefield.

    Google Scholar 

  • Arends, R. I. (2006b). Summative performance assessments. In S. Castle & B. D. Shaklee (Eds.), Assessing teacher performance: Performance-based assessment in teacher education (pp. 93–123). Lanham: Rowman and Littlefield.

    Google Scholar 

  • Australian Bureau of Statistics. (2011a). Australian census. Canberra: Australian Bureau of Statistics.

    Google Scholar 

  • Australian Bureau of Statistics. (2011b). Schools, Australia 2011 (Cat No. 4221.0). http://www.abs.gov.au/AUSSTATS/abs@.nsf/mf/4221.0/

  • Australian Institute of Teaching and School Leadership. (2011a). Accreditation of initial teacher education programs in Australia: Standards and procedures. Carlton: Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA).

    Google Scholar 

  • Australian Institute of Teaching and School Leadership. (2011b). National Professional Standard for Principals. Carlton: Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA).

    Google Scholar 

  • Australian Institute of Teaching and School Leadership. (2011c). National Professional Standards for Teachers. Carlton: Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA).

    Google Scholar 

  • Bullough, R. V. J. (2012). Against best practice: Uncertainty, outliers and local studies in educational research. Journal of Education for Teaching: International Research and Pedagogy, 38(3), 343–357.

    Google Scholar 

  • Business Council of Australia. (2008). Teaching talent: The best teachers for Australia’s classrooms. Melbourne: Business Council of Australia.

    Google Scholar 

  • Caldwell, B., & Sutton, D. (2010). Review of teacher education and school induction. Brisbane: Department of Education and Training, Queensland Government.

    Google Scholar 

  • Committee for the Review of Teaching and Teacher Education. (2003). Australia’s teachers: Australia’s future. Advancing innovation, science, technology and mathematics. Canberra: Commonwealth of Australia.

    Google Scholar 

  • Connell, R. W. (2009). Good teachers on dangerous ground: Towards a new view of teacher quality and professionalism. Critical Studies in Education, 50(3), 213–229.

    Article  Google Scholar 

  • Darling-Hammond, L. (2006). Assessing teacher education: The usefulness of multiple measures for assessing teacher outcomes. Journal of Teacher Education, 57(2), 120–138.

    Article  Google Scholar 

  • Darling-Hammond, L. (2013). Getting teacher evaluation right: What really matters for effectiveness and improvement. New York: Teachers College Press.

    Google Scholar 

  • Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in context. Teaching and Teacher Education, 16(5–6), 523–545.

    Article  Google Scholar 

  • Darling-Hammond, L., Newton, X., & Wei, R. C. (2010). Evaluating teacher education outcomes: A study of the Stanford Teacher Education Programme. Journal of Education for Teaching: International Research and Pedagogy, 36(4), 369–388.

    Article  Google Scholar 

  • Darling-Hammond, L., Newton, S., & Chung Wei, R. (2012). Developing and assessing beginning teacher effectiveness: The potential of performance assessments. Palo Alto: Stanford University, Stanford Center for Opportunity Policy in Education (SCOPE).

    Google Scholar 

  • Deakin University. (2012). Deakin Authentic Teacher Assessment (ATA) handbook: Master of teaching EPR 703 reflecting on practice in professional experience. Burwood: Faculty of Arts and Education, School of Education.

    Google Scholar 

  • Department of Education Training and Employment. (2013). A Fresh Start: Improving the preparation and quality of teachers for Queensland schools. Brisbane: Queensland Government.

    Google Scholar 

  • Dixon, M., Mayer, D., Gallant, A., & Allard, A. (2011). Authentically assessing beginning teaching: Professional standards and teacher performance assessment. Report on a project funded by the Victorian Department of Education and Early Childhood Education and the Victorian Institute of Teaching. Australia: Deakin University.

    Google Scholar 

  • Education and Training Committee. (2005). Step up, step in, step out: Report on the inquiry into the suitability of pre-service teacher training in Victoria. Melbourne: Parliament of Victoria.

    Google Scholar 

  • House of Representatives Standing Committee on Education and Vocational Training. (2007). Top of the class: Report on the inquiry into teacher education. Canberra: The Parliament of the Commonwealth of Australia.

    Google Scholar 

  • Johnson, D., Johnson, B., Farenga, S., & Ness, D. (2005). Trivializing teacher education: The accreditation squeeze. Lanham: Rowman & Littlefield.

    Google Scholar 

  • Kriewaldt, J., & Turnbridge, D. (2013). Conceptualising an approach to clinical reasoning in the education profession. Australian Journal of Teacher Education, 38, 103–115.

    Article  Google Scholar 

  • Kruger, T., & Cherednichenko, B. (2005). Social justice and teacher education. International Journal of Learning, 12(7), 321–332.

    Google Scholar 

  • Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.

    Google Scholar 

  • Lortie, D. (2002). Schoolteacher: A sociological study (2nd ed.). Chicago: University of Chicago Press.

    Google Scholar 

  • Mayer, D., Allard, A., Bates, R., Doecke, B., Dixon, M., Kostogriz, A., Rowan, J., Walker-Gibbs, B. & White, S. (2011–2014). Investigating the effectiveness of teacher education for early career teachers in diverse settings: A longitudinal study. Deakin University. Partners: Victorian Department of Education and Early Childhood Development (DEECD), Queensland Department of Education and Training (QDET), Victorian Institute of Teaching (VIT), Queensland College of Teachers (QCT), Griffith University: Australian Research Council.

    Google Scholar 

  • Mayer, D., Doecke, B., Ho, P., Kline, J., Moss, J., Kostogriz, A., North, S., & Walker-Gibbs, B. (2013). Longitudinal Teacher Education and Workforce Study (LTEWS): Final report to DEEWR. Melbourne: Deakin University.

    Google Scholar 

  • Pecheone, R., & Chung, R. (2006). Evidence in teacher education. Journal of Teacher Education, 57(1), 22–36.

    Article  Google Scholar 

  • Productivity Commission. (2012). Schools workforce, Research report. Canberra: Australian Government.

    Google Scholar 

  • Pyne, C. (2014, February 18). A quality education begins with the best teachers. Sydney Morning Herald.

    Google Scholar 

  • Ramsey, G. (2000). Quality matters: Revitalising teaching, critical times, critical choices. Report of the Review of Teacher Education, New South Wales. Sydney: NSW Department of Education and Training.

    Google Scholar 

  • Sim, C., Freiberg, J., White, S., Allard, A., Le Cornu, R., & Carter, B. (2012). Using professional standards: Assessing work integrated learning in initial teacher education [online resource]. Melbourne: Australian Teaching and Learning Council. Retrieved from: http://www.teacherevidence.net

  • The State of Queensland (Queensland College of Teachers). (2012). An investigation of best practice in evidence-based assessment within preservice teacher education programs and other professions. Brisbane: Queensland College of Teachers.

    Google Scholar 

  • Victorian Institute of Teaching. (2007). Preparing future teachers: The standards, guidelines and process for the accreditation of pre-service teacher education courses. Melbourne: Victorian Institute of Teaching.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Faculty of Education and Social Work, University of Sydney, Sydney, Australia

    Diane Mayer

  2. Faculty of Arts and Education, Deakin University, Melbourne, Australia

    Andrea Allard, Julianne Moss & Mary Dixon

Authors
  1. Diane Mayer
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Andrea Allard
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Julianne Moss
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Mary Dixon
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Diane Mayer .

Editor information

Editors and Affiliations

  1. Department of Curriculum and Instruction, The Hong Kong Institute of Education, Hong Kong, Hong Kong

    John Chi-Kin Lee

  2. School of Education, University of Nottingham, Nottingham, United Kingdom

    Christopher Day

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer International Publishing Switzerland

About this chapter

Cite this chapter

Mayer, D., Allard, A., Moss, J., Dixon, M. (2016). Initial Teacher Education and Assessment of Graduates in Australia. In: Chi-Kin Lee, J., Day, C. (eds) Quality and Change in Teacher Education. Professional Learning and Development in Schools and Higher Education, vol 13. Springer, Cham. https://doi.org/10.1007/978-3-319-24139-5_9

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-24139-5_9

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-24137-1

  • Online ISBN: 978-3-319-24139-5

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation