Learning the words : Supervising teachers and the language of impact in an initial teacher education programme

The language of 'impact' has been foregrounded in the recent lexicon of Australian initial teacher education (ITE). How teacher education programs and supervising teachers identify and assess the impact of pre-service teachers' work with learners across a professional placement is a p...

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Bibliographic Details
Published in:The Australian journal of teacher education 2018-08, Vol.43 (8), p.105-122
Main Authors: Brett, Peter, Fitzallen, Noleine, Kilpatrick, Sue, Morrison, Chad, Reynolds, Bronwyn, Kertesz, John, Quentin-Baxter, Megan
Format: Article
Language:English
Subjects:
Caring
Discourse Analysis
Educational Improvement
Elementary School Teachers
Foreign Countries
Higher education
Language
Language Usage
Lesson Plans
Placement
Preservice teacher education
Preservice Teachers
Primary secondary education
Qualitative research
Reporting (Student achievement)
Secondary School Teachers
Student Evaluation
Student teachers
Summative Evaluation
Supervising teachers
Supervisors
Teacher Education Programs
Teacher Effectiveness
Teacher Student Relationship
Teacher Supervision
Teaching experience
Teaching practice
University of Tasmania
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Summary:The language of 'impact' has been foregrounded in the recent lexicon of Australian initial teacher education (ITE). How teacher education programs and supervising teachers identify and assess the impact of pre-service teachers' work with learners across a professional placement is a pressing issue for ITE providers. This paper reports on qualitative analysis of the language of supervising teachers' summative assessments of pre-service teachers' final-year professional experience placements in relation to impact. Analysis of written comments that addressed the Australian Professional Standards for Teachers Graduate Standards revealed that the language of impact is still emerging within the discourse of supervising teachers. This has professional learning implications for all ITE stakeholders. [Author abstract]
ISSN:0313-5373
1835-517X
1835-517X
DOI:10.14221/ajte.2018v43n8.7