Taking a future-facing approach, this book provides a timely evaluation of the Teaching Performance Assessment (TPA), which utilises the Assessment for Graduate Teaching (AfGT) as an instrument for assessing pre-service teachers' classroom readiness in Australia. Against a backdrop of teacher shortages prompting a range of alternate measures to fast-track new teachers, GenAI challenging assessment processes, and a national cross-TPA moderation process under development, this edited collection examines the TPA's role as a quality assurance measure for improving education.
Organised into three sections, the text addresses the current TPA landscape, its implementation and impacts, and the possibilities and challenges ahead in a rapidly changing teacher education landscape. Collating diverse research from 30 scholars directly involved in implementing the TPA and AfGT across initial teacher education (ITE) courses, this book presents a nuanced picture of the TPA and highlights critical design features for ongoing improvement.
This is an invaluable resource for teacher educators, postgraduate students, and researchers of education interested in the development of teacher effectiveness, as well as those in educational administration and policy development overseeing initial teacher education.
