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Learning the words: Supervising teachers and the language of impact in an initial teacher education programme

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Authors
Brett, P.
Fitzallen, N.
Kilpatrick, S.
Morrison, Chad
Mainsbridge, C.
Reynolds, B.
Kertesz, J.
Quentin-Baxter, M.
Date
2018
Type
Journal Article

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Brett, P. and Fitzallen, N. and Kilpatrick, S. and Morrison, C. and Mainsbridge, C. and Reynolds, B. and Kertesz, J. et al. 2018. Learning the words: Supervising teachers and the language of impact in an initial teacher education programme. Australian Journal of Teacher Education. 43 (8): pp. 105-122.
Source Title
Australian Journal of Teacher Education
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School of Education
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Abstract

© 2018 Social Science Press. The language of "impact" has been foregrounded in the recent lexicon of Australian initial teacher education (ITE). How teacher education programmes and supervising teachers identify and assess the impact of pre-service teachers' work with learners across a professional placement is a pressing issue for ITE providers. This paper reports on qualitative analysis of the language of supervising teachers' summative assessments of pre-service teachers' final-year professional experience placements in relation to impact. Analysis of written comments that addressed the Australian Professional Standards for Teachers Graduate Standards revealed that the language of impact is still emerging within the discourse of supervising teachers. This has professional learning implications for all ITE stakeholders.