Journal article
School‑based teacher educators use of a teaching performance assessment as a boundary object
The Australian Educational Researcher
2025
Appears in Open Access via Read & Publish Agreements
Abstract
Australian teacher education programs must include a summative, capstone assessment of students' achievement against the Australian Professional Standards for Teachers (a teaching performance assessment). This program accreditation requirement seeks to ensure graduate teachers are adequately prepared for the academic and practical demands of career entry. Research has examined a range of issues related to these assessments however examination of school-based teacher educators' contributions to this process is limited. School-based teacher educators work across school and university settings with pre-service teachers, drawing on their knowledge of both settings to enhance teacher preparation. This research explored the perceptions of these teacher educators as trained panellists involved in the assessment of one teaching performance assessment. Using constructs drawn from Carlile's work on boundary objects (2002), researchers analysed the meaning (knowledge), language (syntax) and pragmatics (practice) emerging from their movement between the intersecting worlds of university and school. Findings highlight the teaching performance assessment acted as an influential boundary object which reshaped par-ticipants' practice, on both sides of this boundary. Participants reported expanded knowledge of university and school practices for preparing pre-service teachers. The implications of this include enhanced practice, increased knowledge of conducive conditions for preparing pre-service teachers and improved assessment enactment. These findings illustrate the benefits of expanded engagement of these educators and their effective transfer of inherent knowledge back and forth across the threshold between their intersecting teaching contexts.
Details
- Title
- School‑based teacher educators use of a teaching performance assessment as a boundary object
- Authors/Creators
- Chad Morrison PhD (Author) - Murdoch University, School of EducationHelen Dempsey PhD (Author) - Murdoch University, School of EducationKathryn Dehle (Author) - Murdoch University, School of EducationSandi Fielder (Author) - Murdoch University, School of Education
- Publication Details
- The Australian Educational Researcher
- Publisher
- Springer; DORDRECHT
- Number of pages
- 24
- Grant note
- Murdoch University
We would like to acknowledge Dr Natasha Rappa for her contributions as research coordinator to this project and her valuable contributions to this research activity within the School of Education.
- Identifiers
- 991005753931007891
- Copyright
- © 2025 The Australian Association for Research in Education, Inc.
- Murdoch Affiliation
- School of Humanities, Arts and Social Sciences; School of Education
- Language
- English
- Resource Type
- Journal article
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- Citation topics
- 6 Social Sciences
- 6.11 Education & Educational Research
- 6.11.190 Teacher Education
- Web Of Science research areas
- Education & Educational Research
- ESI research areas
- Social Sciences, general