Abstract:
The aim of the workshop is to engage participants in a process of data-driven dialogue to make sense of the interim findings from a literature review exploring the heuristic of classroom readiness. The impetus was to support the evidence-informed practice that is shaped between ITE providers and their partners who offer professional placement experiences to initial teacher education (ITE) students. Research literature between 2013-2023 was investigated using the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) methodology. Participants will unpack identified themes pertinent to being and becoming a teacher through their transition into their chosen profession. Themes include the ITE candidate, ITE educator and program, professional placement context, mentoring, teacher performance assessment, theoretical constructs, and policy developments.
This workshop will utilise the expertise of participants to provide feedback on and further inform the findings. The data-driven dialogue will draw on the diversity of voices to garner differing viewpoints, beliefs, and assumptions about the interim findings while suspending judgments. Using four phases of a protocol, participants will be encouraged to express their individual voice and groups will be assisted in making shared meaning of the data. The phases step through individual participant predictions on the data, a visual annotation and re-organisation of the data in small groups, completion of group observation sheet and round-robin reporting to the workshop, and completion of group inferences sheet and round-robin reporting to the workshop. Anticipated outcomes of the workshop will include capturing the dialogue generated from workshop participants as feedback on the interim findings and articulating in the publication of the systematic literature review how this interrater reliability process was used to enrich the findings and recommendations.
This workshop speaks to the conference theme where major reforms span decades in addressing teacher preparedness for their profession. The increasing disparate use of classroom readiness terminology within education measures and policy agendas internationally has proved confusing and obstructive in creating a holistic approach across school/system/ITE partnerships. This dialogic workshop will strengthen the literature review in conceptualising notions of preservice teacher preparedness and further informing partnership models in bolstering the professional placement experience for ITE students.
This workshop will utilise the expertise of participants to provide feedback on and further inform the findings. The data-driven dialogue will draw on the diversity of voices to garner differing viewpoints, beliefs, and assumptions about the interim findings while suspending judgments. Using four phases of a protocol, participants will be encouraged to express their individual voice and groups will be assisted in making shared meaning of the data. The phases step through individual participant predictions on the data, a visual annotation and re-organisation of the data in small groups, completion of group observation sheet and round-robin reporting to the workshop, and completion of group inferences sheet and round-robin reporting to the workshop. Anticipated outcomes of the workshop will include capturing the dialogue generated from workshop participants as feedback on the interim findings and articulating in the publication of the systematic literature review how this interrater reliability process was used to enrich the findings and recommendations.
This workshop speaks to the conference theme where major reforms span decades in addressing teacher preparedness for their profession. The increasing disparate use of classroom readiness terminology within education measures and policy agendas internationally has proved confusing and obstructive in creating a holistic approach across school/system/ITE partnerships. This dialogic workshop will strengthen the literature review in conceptualising notions of preservice teacher preparedness and further informing partnership models in bolstering the professional placement experience for ITE students.