Educating Future Teachers Innovative Perspectives in Professional Experience

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coordinators in 2014. Ethics approval was granted and a pilot study was conducted
in the third- and fourth-year primary program in 2015 to investigate the research
questions: to what extent does the rubric and the self-assessment and goal-setting
process facilitate conversations (a) to achieve greater clarity and shared understand-
ing regarding the expectations of preservice teachers’ performance during profes-
sional experience, (b) to encourage preservice teachers to be self-regulating agents
of their own learning and (c) to guide formative feedback and summative judge-
ments about preservice teachers’ teaching capabilities aligned with the APST?

Participants

Four main participant groups were involved in the evaluation: teacher educators,
school coordinators, supervising teachers and preservice teachers from the third
year and fourth year. The same rubric and assessment process was used for both
placements. Table 9.1 provides a summary of the demographic details of the teacher
educators, school coordinators and supervising teachers. This shows that the major-
ity of stakeholders supervising preservice teachers had between 11 and 20 years of
teaching experience, and their supervisory role experience was between 3 and
5  years. This suggests that the assessor participants were experienced teachers
familiar with the roles and responsibilities related to the supervision of preservice
teachers ensuring their responses are less likely to be connected to issues associated
with early career teachers or inexperienced supervisors in professional experience
contexts.

Table 9.1 Demographic details of the teacher educators, school coordinators and supervising
teachers

Participants

Years of experience

(equivalent full-time

teaching) Years of experience in this role

Teacher educators 100% (n = 12)

had >11 years

80% (n = 12) had >2 years

60% (n = 9) had 3–5 years

20% (n = 3) were new to role

School coordinators 69.6% (n = 16)

had >20 years

95.7% (n = 22) had >3 years

30.4% (n = 5) had 2 years

26.1% (n = 6) had 5+ years

Supervising teachers 56% (n = 52)

had >15 years

62.6% (n = 57) supervised 1–3 preservice

teachers in the last 5 years

37% (n = 34) had 4+ preservice teachers in

the last 5 years

T.-A. Sweeney and B. Nielsen

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