Authentic teaching assessment in graduate teacher education: Becomings of pedagogical artistry and leadership

This chapter explores questions of identity and subjectivity raised through Biesta’s recent conceptual framing of the educational task (pedagogiske). In this chapter we focus on the ‘becomings’ (Britzman, 2003, p.70) of pedagogical artistry in Australian graduate teacher education by developing an argument that criss-crosses the issues of identity and subjectivity in graduate teacher education. The question ‘how I am?’ raised by Biesta is central to the hermeneutics of the educational ‘task’. As noted by curriculum scholar Slattery, hermeneutics, at its most basic level, is ‘an approach to understanding the meaning of texts, laws, language, historical artifacts, and pedagogy’ (Slattery, 2006, p.115).