Book chapter
Lessons from EdTPA for the AfGT: From performative to transformative
Assessing Teaching Readiness in Australia: Implementation, Evidence and Impact of the Assessment for Graduate Teaching, pp.115-132
Routledge, 1st
2027
Appears in Recent Faculty of Education Publications
Metrics
1 Record Views
Abstract
As Australia enters the second decade of teacher performance assessment (TPA) implementation within a shifting policy landscape in initial teacher education, informed debate is needed to evaluate progress, address implementation challenges, and shape future directions. Through critical analysis of edTPA implementation and outcomes in the USA and comparison with the AfGT in the Australian context, this chapter identifies key lessons to inform the continued development of the AfGT, ensuring it is responsive to regulatory requirements while fulfilling its potential as a transformative professional learning experience for pre-service teachers and their teacher educators. Strategic, future-focused recommendations are couched within the concept of intelligent professional responsibility.
Details
- Title
- Lessons from EdTPA for the AfGT: From performative to transformative
- Creators
- Anne Bellert - The University of MelbourneAristidis Galatis - The University of MelbourneTherese N. Hopfenbeck - The University of Melbourne
- Contributors
- Judith Dinham (Editor of compilation) - Curtin UniversityEmily Hills (Editor of compilation) - University of CanberraRebecca Walker (Editor of compilation) - Curtin University (Sri Lanka)Sharon Davies (Editor of compilation) - Curtin University
- Publication Details
- Assessing Teaching Readiness in Australia: Implementation, Evidence and Impact of the Assessment for Graduate Teaching, pp.115-132
- Publisher
- Routledge; Oxon, UK
- Edition
- 1st
- Identifiers
- 991013395346002368
- Copyright
- © 2027 the contributors.
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Book chapter