International Teacher Education Conference 2014 1

International Teacher Education Conference 2014
consideration the holistic professional teachers’ work in the school context rather than solely focusing on the
teachers’ teaching performance in a decontextualized way.
Moreover, the framework emphasises authentic assessments of student teachers’ actual performance of
professional practice in their placement schools, incorporating multiple measures, and focusing on the impact of
their professional knowledge and practice on student learning. A main feature for assessing FE in the new
framework would be achieved through the use of a FE ePortfolio in Block Practice I & II. The proposed FE
ePortfolio components and assessment tasks form a capstone assessment to enable student teachers to provide
evidence of their consolidated professional practice and reflection on their teaching practices including theory
building during their progressive study in FE. Such outcome-based, technology-based and progressive learning
design provides an opportunity for student teachers to interlock with other components and content areas of the
programme to achieve the most effective learning outcomes. Their professional judgement can also be enhanced
throughout the process of learning in FE ePortfolio.
However, at the operational level, the provision of professional and administrative support to facilitate the
implementation of the proposed changes is essential. With the adequate FE resourcing, full support from
faculties and departments, accountability on academic and teaching staff’s professional contributions, and
support from local schools is necessary. The trainings and workshops to be provided to FE supervisors, student
teachers and school supporting teachers, and communications with them for the continuous refinement of the
tools and framework are necessary at the first place. Moreover, continuous dialogues with stakeholders for
supporting a smooth implementation will be maintained internally and externally. Internally, all the faculties,
departments and relevant committees in the Institute will be fully informed and invited to support the changes.
Externally, scholars, school principals, teachers, graduates and current student teachers will be consulted
regularly too.
For ensuring a smooth and proper large-scale implementation, more research work on measuring the
effectiveness of attaining the objectives of the framework in particular with the 10 FEILOs, identifying problems
and difficulties in carrying out the framework and preparing action plan for full-scale implementation needs to
be set out. In addition, a number of FE evaluation tools like student evaluation of FE and feedback from school
should also be fine-tuned to measure the effectiveness of the framework.
CONCLUSION AND RECOMMENDATIONS
With the increased focus on learning outcomes of how student teachers prepare for their professional teaching
and growth, a new OBL FE framework was developed through an intensive consultations and a number of pilot
studies. In the framework, one of the most critical elements is the development of ten FEILOs which are based
on current standard requirements in the ‘threshold’ level of the TCF (that is, the beginning teacher level), and the
Institute’s GILOs and PILOs. A number of learning activities/tasks and a set of grade descriptors based on 10
FEILOs were further developed to guide the teaching practice and assessment. Moreover, a FE ePortfolio is used
as an effective tool to capture evidence for assessment of ‘threshold’ or beginning teacher standards from
multiple sources. Related assessment forms, grade descriptors and evaluation tools are being developed
accordingly.
The proposed outcome-based framework provides opportunities for student teachers to demonstrate a wider
scope of learning outcomes through the 10 FEILOs and in turn demonstrate their achievement in teachers’
holistic work at the exit point. The FE ePortfolio also provides opportunities for student teachers to develop and
sustain their continuous professional in a systematic evidence-based way of learning. It is expected that through
a provision of necessary research work, trainings and communications with relevant stakeholders, the framework
is able to implement smoothly and refine continuously. More studies could be put on the implementation and
measurement of the student learning outcomes in the new FE OBL framework.
REFERENCES
Adam, S. (2004). Using learning outcomes: A consideration of the nature, role, application and implications for
European education of employing “learning outcomes” at the local, national and international levels. Scotland
Government. Retrieved 28 January, 2014, from http://www.scotland.gov.uk/Resource/Doc/25725/0028779.pdf
AEEYSOC National Standards Expert Working Group. (2010). National Professional Standards for Teachers.
Retrieved 28 January, 2014, from http://www.mceecdya.edu.au/verve/_resources/NPST-
DRAFT_National_Professional_Standards_for_Teachers.pdf
Bartlett, V. L. (1992, July). Vision and revision: A competency-based scheme for the teaching profession. Paper
presented at the Australian Teacher Education Conference, UNE (Northern Rivers).
947