A comparative Analysis between the Assessment Criteria Used to Assess Graduating Teachers at Rustaq College (Oman) and Griffith University (Australia) During The Teaching Practicum
Abstract
Abstract: This article reports the findings from a study that compares the assessment criteria used to measure pre-service teachers' professional competencies at Rustaq College of Applied Sciences in Oman, and at Griffith University in Queensland, Australia. The study adopts a discourse analytic approach to deconstruct and critically compare the assessment criteria outlined in documents that report on graduating teachers' classroom performance used at each teacher education institution. The results of the analysis reveal a different normative vision of graduating teachers in each country. The Omani graduate pre-service ...
View more >Abstract: This article reports the findings from a study that compares the assessment criteria used to measure pre-service teachers' professional competencies at Rustaq College of Applied Sciences in Oman, and at Griffith University in Queensland, Australia. The study adopts a discourse analytic approach to deconstruct and critically compare the assessment criteria outlined in documents that report on graduating teachers' classroom performance used at each teacher education institution. The results of the analysis reveal a different normative vision of graduating teachers in each country. The Omani graduate pre-service teachers are likely to be 'a compliant student-trainee', whereas Australian graduate pre-service teachers are more likely to be 'professionally qualified to teach and classroom ready'. The findings are used to identify practices that may help to improve the current Omani approach to determining pre-service teachers' classroom readiness to be more credible in terms of valid and equitable assessment processes.
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View more >Abstract: This article reports the findings from a study that compares the assessment criteria used to measure pre-service teachers' professional competencies at Rustaq College of Applied Sciences in Oman, and at Griffith University in Queensland, Australia. The study adopts a discourse analytic approach to deconstruct and critically compare the assessment criteria outlined in documents that report on graduating teachers' classroom performance used at each teacher education institution. The results of the analysis reveal a different normative vision of graduating teachers in each country. The Omani graduate pre-service teachers are likely to be 'a compliant student-trainee', whereas Australian graduate pre-service teachers are more likely to be 'professionally qualified to teach and classroom ready'. The findings are used to identify practices that may help to improve the current Omani approach to determining pre-service teachers' classroom readiness to be more credible in terms of valid and equitable assessment processes.
View less >
Journal Title
Australian Journal of Teacher Education
Volume
39
Issue
12
Copyright Statement
© The Author(s) 2014. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal's website or contact the authors.
Subject
Education not elsewhere classified
Education