Professionalizing Teacher Education

<p>This book provides a significant contribution to conversations about teacher quality and graduate readiness for teaching. It presents empirical insights into how a multidisciplinary team of researchers teacher educators and policy personnel mobilized for collective change in a standards-driven reform initiative. The insights are research-informed and critically relevant for anyone interested in teacher preparation and credentialing. It gives an account of a bold move to install a collaborative culture of evidence-informed inquiry to professionalize teacher education. </p><p>The centerpiece of the book is the use of standards and evidence to show the quality of graduates entering the teaching workforce. The book presents for the first time a model of online cross-institutional moderation as benchmarking to generate large-scale evidence of the quality of teacher education. The book also introduces a new conceptualization of a feedback loop using summative data for accountability and formative data to inform curriculum review and program renewal. </p><p>This book offers the insider story of the conceptualization design and implementation of the Graduate Teacher Performance Assessment (GTPA). It involves going to scale with a large group of Australian universities government agencies and schools and using participatory approaches to advance new thinking about evidence-informed inquiry cross-institutional moderation and innovative digital infrastructure. </p><p>The discussion of competence assessment standards and change processes presented in the book has relevance beyond teacher education to other professions.</p>