Innovation in methodology : Longitudinal analysis of progression in teacher preparation

Book chapter


Haynes, Michele and Smith, Andrew. (2021). Innovation in methodology : Longitudinal analysis of progression in teacher preparation. In In Wyatt-Smith, Claire, Adie, Lenore and Nuttall, Joce (Ed.). Teaching performance assessments as a cultural disruptor in initial teacher education : Standards, evidence and collaboration pp. 201-215 Springer Nature. https://doi.org/10.1007/978-981-16-3705-6_16
AuthorsHaynes, Michele and Smith, Andrew
EditorsWyatt-Smith, Claire, Adie, Lenore and Nuttall, Joce
Abstract

The implementation of the Graduate Teacher Performance Assessment (GTPA) in participating Australian universities has provided data on preservice teachers’ profession readiness to teach, benchmarked against the established standard. The GTPA is a summative competence assessment in a series of assessment events over the preparation program that can be considered as constituting the performance trajectories of preservice teachers. These trajectories can be formed from program entry to exit by linking preservice teachers’ assessment data at sequential time points throughout the program. Analysis of the trajectories will identify the principal patterns in performance progression that lead to either success, or under-performance. These patterns give insight into the process by which preservice teachers achieve profession readiness on program completion and the characteristics of individuals associated with these outcomes. The methodology for constructing and analysing multivariate performance trajectories is novel in education research. The statistical methodology to analyse the trajectories of performance that consist of irregular assessment events and duration requires purposeful development. In this chapter, we outline the processes for: accessing the data required to create the preservice teacher performance trajectories; building the data infrastructure that will support linking the data in a time sequence; and developing the innovative analytic approach that is suitable for profiling complex longitudinal sequence trajectories and visualising the findings.

Page range201-215
Year2021
Book titleTeaching performance assessments as a cultural disruptor in initial teacher education : Standards, evidence and collaboration
PublisherSpringer Nature
Place of publicationSingapore
SeriesTeacher education, learning innovation and accountability
ISBN9789811637049
9789811637070
9789811637056
Digital Object Identifier (DOI)https://doi.org/10.1007/978-981-16-3705-6_16
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Output statusPublished
Publication dates
Online24 Aug 2021
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Deposited29 Nov 2021
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