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The GTPA as a collaborative project in Australian initial teacher education : A cultural-historical activity theory perspective
Nuttall, Jocelyn Grace
Nuttall, Jocelyn Grace
Author
Abstract
This chapter draws on the preceding chapters in Part 2 of this volume to consider the Graduate Teacher Performance Assessment (GTPA) task and its implementation from the perspective of cultural-historical activity theory. Concepts of re-mediation and motive object of activity are used to explain how the GTPA and the work of the GTPA Collective have changed practices of teacher education in Australia and fostered the agency of participating teacher educators. Blunden’s concept of collaborative projects as the appropriate unit of analysis for understanding the development of human practices is employed to show how the GTPA has re-mediated initial teacher education practice across a range of scales. The chapter concludes with a call to build further on recent developments that reveal the potential of the GTPA for preservice teachers to experience the assessment as a collaborative project.
Keywords
Date
2021
Type
Book chapter
Journal
Book
Teaching performance assessments as a cultural disruptor in initial teacher education : Standards, evidence and collaboration
Volume
Issue
Page Range
149-163
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
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Open Access Status
License
All rights reserved
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Controlled