Teacher performance assessment in teacher education : an example in Malaysia

Gallant, Andrea and Mayer, Diane 2012, Teacher performance assessment in teacher education : an example in Malaysia, Journal of education for teaching, vol. 38, no. 3, pp. 295-307, doi: 10.1080/02607476.2012.668330.

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Title Teacher performance assessment in teacher education : an example in Malaysia
Author(s) Gallant, AndreaORCID iD for Gallant, Andrea orcid.org/0000-0003-2668-6859
Mayer, Diane
Journal name Journal of education for teaching
Volume number 38
Issue number 3
Start page 295
End page 307
Total pages 13
Publisher Routledge
Place of publication Abingdon, England
Publication date 2012-07
ISSN 0260-7476
Keyword(s) internationalising teacher education
structured portfolios
authentic teacher assessment
Summary As part of a cross-cultural collaboration, a teacher performance assessment (TPA) was implemented during 2009 in three Malaysian institutes of teacher education. This paper reports on the TPA for graduating primary teachers in Malaysia. The investigation focused on the pre-service teachers’ perceptions about whether the TPA provided them with an opportunity to document successfully their professional learning and professional practice. Successful completion of the Malaysian TPA was closely aligned to successful relationships, support and collaboration between Malaysian lecturers and pre-service teachers, and between pre-service teachers and their classroom teachers. Overall, the TPA did provide pre-service teachers with an opportunity to focus on the connection between theory and professional learning during field-work, and to become reflective evidence-based practitioners. Recommendations for improving the assessment of pre-service teachers are discussed.
Language eng
DOI 10.1080/02607476.2012.668330
Field of Research 130313 Teacher Education and Professional Development of Educators
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2012, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30045471

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
2018 ERA Submission
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