Australian Journal of Teacher Education
The practice of beginning teachers: Identifying competence through case writing in teacher education
Abstract
Competent teachers display common attitudes and behaviours, yet it is apparent to those who attempt to categorise teachers' work, attitudes and behaviours that the identification of competence is extremely complex. This article suggests a rationale for demonstrating competence through case writing. Case writing documents and provides examples of student teachers and beginning teachers at work in teaching and leaming situations. These examples of teaching and learning are part of a portfolio of cases of teaching and learning which student teachers, teachers and teacher educators working within the Department of Education at Victoria University have developed. These collections provide 'snapshots' of practice, stimuli for reflection and a public and collective view of teaching and learning experiences. They provide a comprehensive perspective of teacher competence as displayed in practice.
Recommended Citation
Cherednichenko, B., Hooley, N., Kruger, T., & Mulraney, R. (1997). The practice of beginning teachers: Identifying competence through case writing in teacher education. Australian Journal of Teacher Education, 22(2). https://doi.org/10.14221/ajte.1997v22n2.3