Application of a 360-degree evaluation tool in pre-service teacher education

Emily White, Shyam Barr, Amber Piper

Research output: Contribution to conference (non-published works)Abstractpeer-review

Abstract

Teacher professional competence is currently a high priority on many education policy agendas (Education Directorate, 2019; OECD, 2018), acknowledging the influential role teachers play in the classroom. In Australia, teacher education programs have been scrutinised and, in some cases, criticised in regards to effectiveness (Mayer, 2014). Different approaches have emerged globally and locally to address some of the documented criticisms (Darling-Hammond, 2017). There is still substantial scope for improvement to ensure that the next generation of teachers are well-prepared for the dynamic learning environments they will enter. A 360-degree evaluation involves a person being evaluated and receiving feedback from multiple others at different levels and in various roles. 360-degree evaluation tools (not to be confused with 360-degree videos) are widely used in corporate settings (Ladyshewsky & Taplin, 2015; O’Boyle, 2014) and numerous health related fields (Fabricio et al., 2020; González-Gil et al., 2020; Cormack et al., 2018). Studies that have occurred in educational settings (e.g., Valquez et al., 2020) have typically revolved around a tertiary educator rather than a tertiary student (e.g., pre-service teacher). Indeed, a Scopus search conducted in late 2019 and again on 02.03.21, using a combination of terms (360-degree evaluation, teacher education, pre-service teacher), resulted in no published works applying a 360 degree evaluation to pre-service teacher education. This presentation shares a new 360-degree evaluation tool designed for pre-service teacher education, specifically clinic-based or practice based units. We will discuss the tool’s careful design drawing on the Australian Professional Standards for Teachers and the unit requirements. Additionally, we reflect on two implementation experiences: 1) Implementation in a Secondary Science Teaching clinical unit during Semester 1, 2020 (impacted by COVID-19 restrictions and reduction of clinics) and 2) implementation in a Primary English Teaching clinical unit during Semester 1, 2021. Finally, we document future aspirations with the tool and invite feedback from other interested teacher educators.”
Original languageEnglish
Pages20
Number of pages20
Publication statusPublished - 7 Jul 2021
EventAustralian Teacher Education Association Conference 2021 - Online, Brisbane, Australia
Duration: 7 Jul 20219 Jul 2021
Conference number: 2021
https://atea.edu.au/2021-atea-conference/

Conference

ConferenceAustralian Teacher Education Association Conference 2021
Abbreviated titleATEA Conference 2021
CountryAustralia
CityBrisbane
Period7/07/219/07/21
Internet address

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