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Assessment policy and practice effects on New Zealand and Queensland teachers' conceptions of teaching.
- Source :
- Journal of Education for Teaching; Feb2009, Vol. 35 Issue 1, p61-75, 15p, 3 Diagrams
- Publication Year :
- 2009
-
Abstract
- Teachers' thinking about four conceptions of teaching (i.e., apprenticeship-developmental, nurturing, social reform, and transmission) were captured using the Teaching Perspectives Inventory (TPI). New Zealand and Queensland have very similar teaching-related policies and practices but differences around assessment policies and practices are expected to influence teachers' conceptions of teaching. Results from two surveys (New Zealand primary (n = 241) and Queensland primary (n = 784) and secondary (n = 614) teachers) found acceptably fitting models. TPI models were not invariant between primary and secondary teachers in Queensland while the models for primary teachers in Queensland and New Zealand were partially invariant. There were only small differences in mean perspectives scores, except for transmission, which elicited large differences. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 02607476
- Volume :
- 35
- Issue :
- 1
- Database :
- Complementary Index
- Journal :
- Journal of Education for Teaching
- Publication Type :
- Academic Journal
- Accession number :
- 36188695
- Full Text :
- https://doi.org/10.1080/02607470802587152