NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1116412
Record Type: Journal
Publication Date: 2016-Jul
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0313-5373
A Common Language? The Use of Teaching Standards in the Assessment of Professional Experience: Teacher Education Students' Perceptions
Loughland, Tony; Ellis, Neville
Australian Journal of Teacher Education, v41 n7 Article 4 p56-69 Jul 2016
There is a strong critique of the reductionist, technical and instrumentalist impacts of the Australian Professional Standards for Teachers from critical policy researchers in education. At the same time, advocates of the standards espouse their potential as providing a common language of teaching. We argue that both views are based on logical rather than empirical warrants. Therefore, this study sought to gather empirical data via a survey of 229 teacher education students followed by focus groups in an endeavour to record their perceptions on the use of the standards as assessment criteria for professional experience. The findings are that a majority of the students were advocates of the standards as a learning scaffold. This was especially true in contexts where their supervising teachers were not au fait with the standards. The implications of this study for teacher educators are that the formative assessment potential of the standards requires pedagogical consideration in professional experience alongside their more commonly understood role as summative assessment criteria.
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
Grant or Contract Numbers: N/A