Exploring the Impacts of a Teaching Performance Assessment on Australian Initial Teacher Education Programs

Spooner-Lane, Rebecca; Buchanan, John; Jordan, Kathy; Broadley, Tania; Wall, Rowena; Hardy, Graham S.

doi:10.1007/978-981-19-2904-5_8

Cited by 3 publications

(5 citation statements)

References 23 publications

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“…Given such task interdependency, colleague support is regarded as a pivotal source of support for nurses, and the provision of support to each other can help protect against burnout (Gilbert et al, 2010). Indeed, support from other nursing colleagues, in particular, represents a vital source of support for nurses who usually rely on it before seeking out any other source of support (Spooner-Lane, 2004). Resource theories such as the JD-R model and conservation resources theory recognize the prominent role of colleague support in reducing burnout (Halbesleben, 2006).…”

Section: Theorymentioning

confidence: 99%

“…Although empowered employees can better cope with stressful situations, such empowerment may need to be supplemented with support from other nursing colleagues who are often closer to the source of stress and can more directly help with emotional or task conflict they are experiencing (Spooner-Lane, 2004). Indeed, colleague support is believed to be crucial for nurses to effectively adapt in providing care to patients (Le Blanc et al, 2007).…”

Section: Theorymentioning

confidence: 99%

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Reducing burnout among nurses: The role of high-involvement work practices and colleague support

Kilroy

Bosak

Chênevert

et al. 2021

Health Care Manage Rev

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BackgroundThe impact of human resource practices on nurses’ well-being, the underlying mechanisms involved, and the contextual factors that enhance or impede their success are not fully clear.PurposeThe aim of this article was to examine a moderated mediation model whereby high-involvement work practices are purported to reduce nurses’ burnout via psychological empowerment, and colleague support is expected to moderate the mediating role of psychological empowerment in the high-involvement work practices–burnout link.Methodology/ApproachStructural equation modeling was employed on cross-sectional survey data collected from a large sample of nurses in Canada (N = 2,174).ResultsThe findings revealed that psychological empowerment partially mediated the association between high-involvement work practices and burnout, whereas colleague support was directly associated with lower burnout rather than exerting a moderating effect.ConclusionThe study identifies the universality of high-involvement work practices in alleviating nurses’ burnout and highlights the important role of psychological empowerment as an explanatory variable. In addition, colleague support is an important yet independent predictor of nurses’ burnout.Practical ImplicationsThis study identifies a strategy that can be adopted by hospital managers to help protect against nurse burnout while offering insights into the underlying process involved.

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Section: Theorymentioning

confidence: 99%

Section: Theorymentioning

confidence: 99%

Reducing burnout among nurses: The role of high-involvement work practices and colleague support

Kilroy

Bosak

Chênevert

et al. 2021

Health Care Manage Rev

View full text Add to dashboard Cite

show abstract

“…Unlike formal reasoning, which uses logical rules to address a problem, informal reasoning in assessment situations requires pre-service teachers to construct and evaluate their arguments on ill-structured problems (Sadler, 2004). Although teachers' judgment and related reasoning processes represent crucial components of performance assessment, little research has been done on this subject (Wyatt-Smith et al, 2010;Spooner-Lane et al, 2022). According to Toulmin (2003), reasoning structures consist of topics and claims, grounds or evidence provided through different modes of argumentation, and perspectives.…”

Section: Educational Judgment Educational Reasoning and Reasoning Str...mentioning

confidence: 99%

Reasoning in classroom dilemma situations: how pre-service teachers judge performance assessment

Greiner,

Katstaller,

Oitner

2024

Front. Educ.

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This study examines pre-service teachers’ reasoning structures based on their beliefs in the context of school performance assessment. We used reflective writing to investigate pre-service teachers’ judgment and reasoning regarding different functions of performance assessment. Forty-five undergraduate pre-service teachers participated in our study. Using a mixed-method approach, we conducted categorial and reconstructive text analyses as well as exploratory statistical analyses to describe the participants’ reasoning structures. Such cognitive structures comprise potential solutions to the performance assessment dilemmas that teachers face in their everyday teaching practice. We found varying distributions of and relationships between (individual-, objective-, social-, and ability-related) reference norms (neutral, student-, and teacher-centered) reference perspectives as well as (causal-analytic, normative, descriptive, and effect-oriented) modes of argumentation. Our discussions related to future research activities on teachers’ reasoning structures in the classroom.

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“…The development of the QTPA grew out of the desire of teacher education academics within the consortium to meet national requirements (and thus ensure national accreditation of teacher education programmes), while learning lessons from international experiences (including that of the edTPA) (Spooner-Lane et al, 2022). From the commencement of the partnership, the Executive Deans at the four universities planned for a consortium based on principles of collaboration, where each partner would contribute to QTPA implementation and development, founded on principles of fair quality assessment practice that reflected locally relevant contextual factors.…”

Section: The Quality Teacher Performance Assessmentmentioning

confidence: 99%

“…Evidence of pre-service teachers' TPA results, along with outcomes of cross-institution moderation meetings, is submitted annually to the teacher regulation authority responsible for accreditation of teacher education programmes. Each teacher education provider must comment on the quality of their graduates (including percentage of satisfactory and unsatisfactory), and on where programmes could be further strengthened to support pre-service teachers' knowledge and skills (Spooner-Lane et al, 2022).…”

Section: The Quality Teacher Performance Assessmentmentioning

confidence: 99%

Enquiring into a teacher performance assessment: towards intelligent professional responsibility in initial teacher education

et al. 2022

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Teacher education is broadly seen as a policy problem in that it has failed to produce sufficient ‘classroom ready’ teachers. One accountability measure that has been introduced in Australia to address this purported problem is the capstone teacher performance assessments (TPAs). All Australian pre-service teachers must pass this hurdle assessment to be eligible for teacher registration, and all teacher education providers must provide evidence of the effectiveness of their programmes in producing classroom ready teachers to maintain accreditation. The research presented in this article investigated the experiences of a consortium of teacher educators from four Australian universities that implemented a nationally endorsed TPA known as the quality TPA (QTPA). Intelligent professional responsibility was used to consider the experiences and possibilities for educators working in a policy context characterised by increasing accountabilities. Our findings suggest that the introduction of the TPA in Australia created momentum for building collaborative national teacher education partnerships with a focus on improving programme quality and graduate readiness to teach. Our data illustrate how the introduction of a TPA policy mandate in Australia created an external accountability context that allowed for teacher educators to bolster the quality of teacher education programmes from within.

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Exploring the Impacts of a Teaching Performance Assessment on Australian Initial Teacher Education Programs

Cited by 3 publications

References 23 publications

Reducing burnout among nurses: The role of high-involvement work practices and colleague support

Reducing burnout among nurses: The role of high-involvement work practices and colleague support

Reasoning in classroom dilemma situations: how pre-service teachers judge performance assessment

Enquiring into a teacher performance assessment: towards intelligent professional responsibility in initial teacher education

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