‘More than Marking and Moderation’: A Self-Study of Teacher Educator Learning through Engaging with Graduate Teaching Performance Assessment-Reference-Cited by-同舟云学术

‘More than Marking and Moderation’: A Self-Study of Teacher Educator Learning through Engaging with Graduate Teaching Performance Assessment

Published:2023-01-24 Issue:3 Volume:19 Page:330-350
ISSN:1742-5964
Container-title:Studying Teacher Education
language:en
Short-container-title:Studying Teacher Education

Author:

Brandenburg Robyn¹^ORCID,Fletcher Anna¹^ORCID,Gorriss-Hunter Anitra¹^ORCID,Van der Smee Cameron¹^ORCID,Holcombe Wendy¹,Griffiths Katrina¹^ORCID,Schneider Karen¹^ORCID

Affiliation:

1. Institute of Education, Arts and Community, Federation University Australia, Mt. Helen, Victoria, Australia

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/17425964.2022.2164761

Reference69 articles.

1. Identifying discourses of moderation in higher education

2. The Conceptualisation of a Teaching Performance Assessment: Designing for Evidence of Graduate Competence

3. A Collaborative Self-Study with Critical Friends: Culturally Proactive Pedagogies in Literacy Methods Courses

4. Australian Institute for Teaching and School Leadership. (2017). What is a TPA? https://www.aitsl.edu.au/deliver-ite-programs/teaching-performance-assessment/teaching-performance-assessments-an-overview-for-schools

5. Learning to be a critical friend: from professional indifference through challenge to unguarded conversations

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