Abstract:
After a three year period of data collection and analysis including a National Forum (2013), two National Surveys (2013 and 2015) and a Case Study analysis (2014), the Evaluation of the implementation of the APST is now nearing its end. This paper provides an overview of the preliminary findings from the Evaluation, with a focus on the impact for both the education profession and also for researchers undertaking large scale evaluations.
Drawing on the data of 49 Forum Interviews, a combined total of more than 14,000 survey responses and 53 case studies from across Australia, this paper explores the factors and practices that have been identified as facilitating the implementation of the APST. The data collected examine differences between the use and implementation by pre-service teachers, teachers, school leaders and teacher educators. Finally, the findings demonstrate that across the profession, educators as well as policy makers are facing different challenges with regard to the enactment of the reform.
While data from a variety of professional levels will be discussed, a focus will be placed on teachers and school leaders, as teachers and school leaders are central figures in the implementation of the APST. Although the issues facing pre-service teachers and teacher educators, who already had to integrate the APST into assessment and training modes, differ to the experiences of teachers and school leaders, the
Data shows that factors such as knowledge, prior use and positive attitudes are interrelated and indicators for the uptake of the APST. This will be illustrated through concrete examples. Additionally, useful and actionable strategies will be conversed and illustrated through examples from the case study analysis.
Due to the framework of the presentation and the ongoing nature of the Evaluation, this presentation focuses on some challenges in regards to the implementation of the APST and strategies that can be used to counter these.
Drawing on the data of 49 Forum Interviews, a combined total of more than 14,000 survey responses and 53 case studies from across Australia, this paper explores the factors and practices that have been identified as facilitating the implementation of the APST. The data collected examine differences between the use and implementation by pre-service teachers, teachers, school leaders and teacher educators. Finally, the findings demonstrate that across the profession, educators as well as policy makers are facing different challenges with regard to the enactment of the reform.
While data from a variety of professional levels will be discussed, a focus will be placed on teachers and school leaders, as teachers and school leaders are central figures in the implementation of the APST. Although the issues facing pre-service teachers and teacher educators, who already had to integrate the APST into assessment and training modes, differ to the experiences of teachers and school leaders, the
Data shows that factors such as knowledge, prior use and positive attitudes are interrelated and indicators for the uptake of the APST. This will be illustrated through concrete examples. Additionally, useful and actionable strategies will be conversed and illustrated through examples from the case study analysis.
Due to the framework of the presentation and the ongoing nature of the Evaluation, this presentation focuses on some challenges in regards to the implementation of the APST and strategies that can be used to counter these.