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- W4293551194 abstract "This chapter explores the agency of teacher educators in assessment education. Agents mediate the causal powers of structures and cultures, and through organising and engaging in practical activity develop a continuous sense of self for themselves and (pre-service) teachers. Recently, in Australia and New Zealand, new assessment policies have been powerfully impacting the work of teacher educators and teachers. When teacher educators interact within these policy layers in practice contexts, discerning and deciding on assessment priorities, they are adding new layers of connections between assessment policy and practice. To analyse the roles of teacher educators, we bring together two theories: Archer’s four quadrants of agentic identity development, and the metaphor of a palimpsest, or manuscript that is re-used, written over and showing residual traces of transformations and erasures over time. The agentic, author roles of teacher educators in assessment education in Australia and New Zealand are illustrated in two palimpsests. These stories illustrate how teacher educators do not make assessment education decisions based on each new policy alone but draw from layers of experiences. Teacher educators also author palimpsests of possible and productive assessment practices with their students. This chapter argues that teacher educators who teach assessment need to understand the importance of their own assessment palimpsests with their residual cultural and societal messages that are accumulated over time, to recognise the spaces for continued agency." @default.
- W4293551194 created "2022-08-30" @default.
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- W4293551194 date "2022-01-01" @default.
- W4293551194 modified "2023-09-29" @default.
- W4293551194 title "Teacher Educators Preparing Assessment Capable Pre-service Teachers in Australia and New Zealand—Agents and Authors Within Assessment Policy Palimpsests" @default.
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- W4293551194 doi "https://doi.org/10.1007/978-981-19-2904-5_9" @default.
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