Authors

Peter D. Brett, University of TasmaniaFollow
Noleine Fitzallen, University of Tasmania
Sue Kilpatrick, University of Tasmania
Chad Morrison, University of TasmaniaFollow
Bronwyn Reynolds, University of Tasmania
John Kertesz, University of Tasmania
Megan Quentin-Baxter, University of Tasmania
Casey Mainsbridge, University of Tasmania

Learning the Words: Supervising Teachers and the Language of Impact in an Initial Teacher Education Programme

Abstract

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.

Recommended Citation

Brett, P. D., Fitzallen, N., Kilpatrick, S., Morrison, C., Reynolds, B., Kertesz, J., Quentin-Baxter, M., & Mainsbridge, C. (2018). Learning the Words: Supervising Teachers and the Language of Impact in an Initial Teacher Education Programme. Australian Journal of Teacher Education, 43(8). https://doi.org/10.14221/ajte.2018v43n8.7