ABSTRACT

The mandated introduction of a teaching performance assessment (TPA) into initial teacher education programs in Australia is one of the numerous and continual reforms that have impacted those who work in the field. The Assessment for Graduate Teaching (AfGT) is an approved TPA developed by a national consortium of higher education institutions to determine the ‘classroom readiness’ of graduating teachers. Surveys and focus group discussions were conducted with stakeholder groups to explore their experiences of trialling and implementing the AfGT. Initial teacher educators identified several aspects related to implementation that had impacted the ways they work, which included experiencing an increased workload. A semi-fictionalised narrative in the form of a readers’ theatre script was developed to weave initial teacher educators’ accounts together in an anonymised yet believable fashion for presentation at a research conference. The resultant script provides illustrations of the changing and complex nature of teacher educators’ work because of the introduction of the AfGT, and when considered through the theory of practice architectures, it becomes evident that practice traditions are also interrupted.

摘要

在澳大利亚的初始教师教育计划中强制引入教学绩效评估 (TPA) 是影响该领域工作人员的众多持续改革之一。研究生教学评估 (AfGT) 是一个经批准的 TPA，由全国高等教育机构联盟制定，用于确定即将毕业的教师的“课堂准备情况”。与利益相关者团体进行了调查和焦点小组讨论，以探索他们试用和实施 AfGT 的经验。最初的教师教育者确定了与实施相关的几个方面，这些方面影响了他们的工作方式，其中包括工作量增加。一个读者戏剧剧本形式的半虚构叙事被开发出来，以一种匿名但可信的方式将最初的教师教育者的叙述编织在一起，以便在研究会议上展示。由于引入了 AfGT，由此产生的脚本说明了教师教育工作者工作的变化和复杂性质，当通过实践架构理论考虑时，很明显实践传统也被打断了。