Collaboratively designing a national, mandated teaching performance assessment in a multi-university consortium: Leadership, dispositions and tensions
- Authors: McGraw, Amanda , Keamy, Ron , Kriewaldt, Jeana , Brandenburg, Robyn , Walker, Rebecca , Crane, Nadine
- Date: 2021
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 46, no. 5 (2021), p. 39-53
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- Description: It is a requirement for pre-service students in Initial Teacher Education programs in Australia to successfully complete a teaching performance assessment (TPA) before they graduate. This follows similar requirements in other international contexts, particularly the United States, where standard-based assessment is also a focus. As members of the design team of a TPA, which was affirmed by a nationally appointed Expert Advisory Group in Australia, we examine the social processes contributing to the development of a high-stakes assessment task. Significant challenges emerged through the nature of the task and the responsibility developers had for ensuring validity and fairness, but also because the design team comprised of teacher educators from ten universities. Using collaborative self-study as a methodology we examine our reflexive narratives and find that collaborative leadership and key personal dispositions are at the heart of the design process. These enable us to identify, examine and navigate arising tensions. © 2021 Social Science Press. All rights reserved.
Enacting a pedagogy of reflection in initial teacher education using critical incident identification and examination : a self-study of practice
- Authors: Brandenburg, Robyn
- Date: 2021
- Type: Text , Journal article
- Relation: Reflective Practice Vol. 22, no. 1 (2021), p. 16-31
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- Description: This article examines what it means for a teacher educator to enact a pedagogy of reflective practice in an initial teacher education classroom using self-study methodology. The focus of the article is the examination of a critical interaction that occurred in a third-year Bachelor of Education mathematics education tutorial (N = 15). The critical incident prompted further reflection through collecting and analysing data that included pre-service teacher (PST) oral feedback during the tutorial; structured written feedback that was based on peer presentations during tutorials; and mid-semester and post-semester ‘freewrites’. Teacher educator journal reflections provided further data for analysis. Thematic analysis together with teacher educator critical incident analysis, revealed key understandings for both the PSTs and the teacher educator. These learning outcomes included the importance of identifying PST perceptions and practices associated with participating in peer assessment; the incongruities between oral and written feedback; the crucial need for PST scaffolding when providing feedback; the impact of the learning environment; and the role of the teacher educator in explicitly facilitating discussions associated with critical incidents, conversations and interactions. Using self-study methodology to examine teaching surfaced unspoken and assumed beliefs, and through examination, led to authentic, negotiated learning and improved outcomes for PSTs and teacher educators. © 2020 Informa UK Limited, trading as Taylor & Francis Group.
Who owns this data? using dialogic reflection to examine an ethically important moment
- Authors: McDonough, Sharon , Brandenburg, Robyn
- Date: 2019
- Type: Text , Journal article
- Relation: Reflective Practice Vol. 20, no. 3 (2019), p. 355-366
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- Description: There has been growing use of reflective practice as a means for examining ethically important moments that occur during research. Reflective practice enables researchers to be alert to the unfolding of these ethically important moments and to consider how they will respond to them. In this paper, we use dialogic reflection to explore an ethically important moment that occurred during one of our research projects. We present our dialogic reflective conversation as a means of exploring the ethical issues associated with data ownership. We draw on this conversation to describe a framework for dialogic reflection that provides researchers with a process for engaging in reflection on their practice as ethical researchers.
Roundtable reflections: (Re) defining the role of the teacher educator and the preservice teacher as 'co-learners'
- Authors: Brandenburg, Robyn
- Date: 2004
- Type: Text , Journal article
- Relation: Australian Journal of Education Vol. 48, no. 2 (2004), p. 166-181
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- Description: This paper is an account of one aspect of a self-study - the 'roundtable reflections' - conducted over two semesters with two cohorts of Bachelor of Education preservice teachers at the University of Ballarat. An innovative approach to learning and teaching mathematics based on negotiation, 'commuting' teaching experience, and systematic reflection was introduced with each cohort and roundtable sessions provided the reflective space for the systematic 'unpacking' of the learning. Analysis of these roundtable sessions has developed understandings of the impact and effectiveness of this approach in redefining the role of both the preservice teacher and the teacher educator as 'co-learners'. The implications for those involved in teacher education are explored as a means of further understanding the nature of teaching and learning about teaching.
- Description: C1
- Description: 2003000762