Open AccessCreating Greater Awareness of the Australian Professional Standards for Teachers in Initial Teacher Education
Author(s) -
Melissa Cain,
Chris Campbell
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.2021v46n7.4
Subject(s) - accreditation , teacher education , graduation (instrument) , accountability , professional development , medical education , reflection (computer programming) , faculty development , electronic publishing , project commissioning , pedagogy , publishing , psychology , sociology , computer science , political science , engineering , medicine , the internet , mechanical engineering , world wide web , law , programming language
Throughout their initial teacher education training in Australia, students are informed about the Australian Professional Standards for Teachers (APST) and the necessity of gathering evidence to achieve these for teacher registration. Whilst the use of digital technologies as tools for reflection has become increasingly popular, there remains a paucity of research around the types of digital technologies that students use to document their ability to achieve accreditation requirements. This study presents details of how PebblePad, a specialised ePortfolio platform, can assist teacher education students to gain increased awareness about the 37 APST descriptors through the use of tagging. Results demonstrate that students found tagging an invaluable practice and that they recognised the importance of using this ePortfolio platform after graduation to build on their growth as educators in alignment with the APST. In this way, the study addresses a significant gap in teacher education literature in this era of accountability.