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<p>The school-based professional experience practicum is an integral part of a teacher education degree, providing pre-service teachers with authentic opportunities to develop their practice. However, the assessment of this practicum experience often fails to capture key non-academic attributes that are relevant for teacher competency. This paper reports on a collaboration between a university and a secondary school to co-develop enhanced practicum reporting parameters. Drawing on a published framework for candidate selection into ITE programs, the revised report foregrounds professional capabilities that extend beyond those outlined in the Australian Professional Standards for Teachers. The aim was to embed valued character-based attributes within the practicum assessment to support school-based mentors in identifying and nurturing these qualities in pre-service teachers. The findings highlight the value of stakeholder collaboration in designing assessment tools that better reflect the complexities of teaching and the multifaceted nature of teacher professionalism. Implications are discussed for supporting the development of pre-service teachers through more comprehensive and contextually relevant assessment practices.</p>

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Assessing Non-academic Attributes During Practicum in Australian Initial Teacher Education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月4日

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  • Pauline Kohlhoff,
  • Joanne Yoo,
  • Sheridan Georgiou,
  • Sangeeta Hegde,
  • Janice Dolstra

摘要

The school-based professional experience practicum is an integral part of a teacher education degree, providing pre-service teachers with authentic opportunities to develop their practice. However, the assessment of this practicum experience often fails to capture key non-academic attributes that are relevant for teacher competency. This paper reports on a collaboration between a university and a secondary school to co-develop enhanced practicum reporting parameters. Drawing on a published framework for candidate selection into ITE programs, the revised report foregrounds professional capabilities that extend beyond those outlined in the Australian Professional Standards for Teachers. The aim was to embed valued character-based attributes within the practicum assessment to support school-based mentors in identifying and nurturing these qualities in pre-service teachers. The findings highlight the value of stakeholder collaboration in designing assessment tools that better reflect the complexities of teaching and the multifaceted nature of teacher professionalism. Implications are discussed for supporting the development of pre-service teachers through more comprehensive and contextually relevant assessment practices.