Open AccessDoes the ATAR Predict Pre-service Teacher Capacity for Inclusive Classroom Practice? Classroom Practice?
Author(s) -
Greg Auhl,
Alan Bain
Publication year - 2021
Publication title -
the australian journal of teacher education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.646
H-Index - 32
eISSN - 1835-517X
pISSN - 0313-5373
DOI - 10.14221/ajte.2021v46n4.5
Subject(s) - mathematics education , teacher education , psychology , multimethodology , schema (genetic algorithms) , explanatory power , semi structured interview , pedagogy , qualitative research , computer science , sociology , philosophy , epistemology , machine learning , social science
In this study, we examined whether the Australian Tertiary Admissions Rank (ATAR) predicted pre-service teachers' schema development for inclusive classroom teaching. Where previous studies have employed grade point average (GPA) as a criterion measure, this study employed a validated measure linked to standards-based classroom practice. The study was conducted in the final semester of the teacher education programs at three Australian universities. The results showed the explanatory power of the ATAR was close to zero for the students studied. The implications of the findings for teacher education and for using the ATAR as an indicator of teacher quality are discussed.