Educating Future Teachers Innovative Perspectives in Professional Experience

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subsequent cohorts. This was due to the final professional experience placement
being conducted in semester one. By contrast, the third-year students who had
greater induction and preparation for using the rubric as their professional experi-
ence placement that was conducted in semester two were more affirming of its value
in their learning and goal setting.

Self-Assessment

A key principle of a quality assessment system is that it ‘enhances the capacity of
preservice teachers for self-assessment and reflection on their developing knowl-
edge and practice’ (Queensland College of Teachers [QCT], 2012 , p.  72). Well-
designed assessment protocols can equip students to become reflective practitioners,
sensitive to their own ongoing professional developmental needs (Parsell, 2013 ).

Table 9.4 The rubric and self-assessment and goal-setting processes helped preservice teachers
set specific goals to progress towards the achievement of the graduate level of the APST

Group

Strongly

disagree Disagree Neutral Agree

Strongly

agree Total

Teacher educators 0% 0% 0% 73.33% 26.67% 15

(0) (0) (0) (11) (4)

Supervising teachers 0% 1.10% 6.59% 57.14% 35.16% 91

(0) (1) (6) (52) (32)

School coordinators 0% 0% 4.55% 50.00% 45.45% 22

(0) (0) (1) (11) (10)

Fourth-year preservice

teachers

0% 30.77% 7.69% 38.46% 23.08% 13

(0) (4) (1) (5) (3)

Third-year preservice

teachers

5.00% 5.00% 25.00% 30.00% 35.00% 20

(1) (1) (5) (6) (7)

Table 9.5 The new rubric and assessment processes assisted the preservice teacher to self-assess
their progress towards the achievement of the graduate level of the APST

Group

Strongly

disagree Disagree Neutral Agree

Strongly

agree Total

Teacher educators 0% 0% 0% 60.00% 40.00% 15

(0) (0) (0) (9) (6)

Supervising teachers 0% 0% 2.17% 64.13% 33.70% 92

(0) (0) (0) (59) (31)

School coordinators 0% 0% 0% 59.07% 40.91% 22

(0) (0) (0) (13) (9)

Fourth-year preservice

teachers

0% 15.38% 0% 61.54% 23.08% 13

(0) (2) (0) (8) (3)

Third-year preservice

teachers

0% 5.00% 15.00% 40.00% 40.00% 20

(0) (1) (3) (8) (8)

T.-A. Sweeney and B. Nielsen

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