Innovation and Accountability in Teacher Education: Setting Directions for New Cultures in Teacher Education
Claire Wyatt-Smith · Lenore Adie
Okt 2018 · Springer
I-Ebook
333
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This is the foundational book for the new series, Teacher Education, Learning Innovation and Accountability. The book canvasses research, practice and policy perspectives in teacher education across diverse geographic, social and political contexts. It explores the lifespan of teacher development from initial preparation through to graduate classroom practice as it occurs in an intensifying culture of standards and regulation. The characterization of initial teacher education (ITE) in a crucible of change permeates throughout the book. The chapters open up new ways of thinking about innovation and accountability in ITE and the professionalization of teaching, exploring fundamental questions, such as “Who are the actors in teacher preparation and how do they interact? How can we learn about the quality of teacher education? Where can we hear the voices of teacher educators and preservice teachers, as well as school-based teacher educators? What are the new and emerging roles of others in teacher education who have not been involved previously, including employing authorities?” (p. 22). While the book provides responses to these and other provocative questions, it also offers new insights into innovative teacher education from a wide range of policy and practice contexts.
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Claire Wyatt-Smith is the Director of the Institute for Learning Sciences and Teacher Education (ILSTE) and Professor of Educational Assessment and Evaluation, Australian Catholic University. Claire’s research is focused on teaching and evaluative expertise. It examines the role of standards, professional judgement and moderation, as well as the use of data to inform teaching and improve learning. She acts as an advisor to various agencies within Australia and internationally, and is currently leading a large-scale Australian study involving a national collective of 13 universities undertaking the Graduate Teacher Performance Assessment and cross-institutional standards-referenced moderation. Her recent books include Assessment for education: Standards, judgement and Moderation (Sage 2014), and Designing assessment for quality learning (Springer 2014). She is the Foundation Editor of The Enabling Power of Assessment Series as well as the series, Teacher Education, Learning Innovation and Accountability.
Lenore Adie is a Senior Research Fellow with the Assessment, Evaluation and Student Learning Research Concentration at the Institute for Learning Sciences and Teacher Education (ILSTE), Australian Catholic University. Her research focuses on assessment and moderation processes as these contribute to supporting teachers’ pedagogical practices and student learning. She has a further interest in the enactment of assessment policy and the validity of assessment processes. Her research has generated new knowledge in the field of assessment, focusing on quality in assessment practices and processes, in particular within systems of standards-referenced assessment. This work addresses the alignment of curriculum, assessment and pedagogic practices through the design of assessment tasks and the application of criteria and grading. Lenore has extensive professional experience working in schools as a teacher and in leadership positions, and in teacher education for over 30 years.
Lenore Adie is a Senior Research Fellow with the Assessment, Evaluation and Student Learning Research Concentration at the Institute for Learning Sciences and Teacher Education (ILSTE), Australian Catholic University. Her research focuses on assessment and moderation processes as these contribute to supporting teachers’ pedagogical practices and student learning. She has a further interest in the enactment of assessment policy and the validity of assessment processes. Her research has generated new knowledge in the field of assessment, focusing on quality in assessment practices and processes, in particular within systems of standards-referenced assessment. This work addresses the alignment of curriculum, assessment and pedagogic practices through the design of assessment tasks and the application of criteria and grading. Lenore has extensive professional experience working in schools as a teacher and in leadership positions, and in teacher education for over 30 years.
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