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ERIC Number: EJ1047060
Record Type: Journal
Publication Date: 2014-Dec
Pages: 23
Abstractor: As Provided
ISSN: ISSN-0313-5373
A Comparative Analysis between the Assessment Criteria Used to Assess Graduating Teachers at Rustaq College (Oman) and Griffith University (Australia) during the Teaching Practicum
Al-Malki, Moza Abdullah; Weir, Katie
Australian Journal of Teacher Education, v39 n12 Article 3 Dec 2014
This article reports the findings from a study that compares the assessment criteria used to measure pre-service teachers' professional competencies at Rustaq College of Applied Sciences in Oman, and at Griffith University in Queensland, Australia. The study adopts a discourse analytic approach to deconstruct and critically compare the assessment criteria outlined in documents that report on graduating teachers' classroom performance used at each teacher education institution. The results of the analysis reveal a different normative vision of graduating teachers in each country. The Omani graduate pre-service teachers are likely to be "a compliant student-trainee", whereas Australian graduate pre-service teachers are more likely to be "professionally qualified to teach and classroom ready". The findings are used to identify practices that may help to improve the current Omani approach to determining preservice teachers' classroom readiness to be more credible in terms of valid and equitable assessment processes.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; Oman
Grant or Contract Numbers: N/A