Interrupting practice traditions: using readers’ theatre to show the impact of a nationally mandated assessment task on initial teacher educators’ work

References

• Anderson, M. (2007). Making Theatre from Data: Lessons for Performance Ethnography from Verbatim Theatre. NJ: Drama Australia Journal, 31(1), 79–91.
   Google Scholar
• Australian Institute for Teaching and School Leadership. (2016). Guidelines for the accreditation of initial teacher education programs in Australia. AITSL. https://www.aitsl.edu.au/tools-resources/resource/guidelines-for-the-accreditation-of-initial-teacher-education-programs-in-australia
   Google Scholar
• Australian Institute for Teaching and School Leadership (Producer). (2017). Teaching performance assessment [Video and transcript]. https://www.aitsl.edu.au/deliver-ite-programs/teaching-performance-assessment
   Google Scholar
• Bartoletti, J., Connelly, G., Domenech, D., & Robinson, S. (2014). Why performance assessments for new teachers make sense. Education Week, 33(28), 32–33. https://www.edweek.org/ew/articles/2014/04/10/28robinson.h33.html
   Google Scholar
• Beck, J., Belliveau, G., Lea, G., & Wager, A. (2011). Delineating a spectrum of research-based theatre. Qualitative Inquiry, 17(8), 687–700.
   Web of Science ®Google Scholar
• Bilgin, A. A., Rowe, A. D., & Clark, L. (2017). Academic workload implications of assessing student learning in work-integrated learning. Asia-Pacific Journal of Cooperative Education, 18(2), 167–183.
   Web of Science ®Google Scholar
• Bourdieu, P. (1995, May 15). Physical space,social space and habitus.Vilhelm Aubert Memorial Lecture, University of Oslo.
   Google Scholar
• Buchanan, J., & Schuck, S. (2016). Preparing a ‘classroom ready’ teacher: The challenge for teacher educators. In I. S. Gibbs (Ed.), Teacher Education:. Assessment, Impact and Social Perspectives (pp. 1–12). Nova Science Publishers.
   Google Scholar
• Clandinin, D. J., Murphy, M. S., Huber, J., & Orr, A. M. (2010). Negotiating narrative inquiries: Living in a tension-filled mist. The Journal of Educational Research, 103(2), 81–90.
   Web of Science ®Google Scholar
• Cochran-Smith, M., & Lytle, S. (2009). Inquiry as stance: Practitioner research for the next generation. Teachers College Press.
   Google Scholar
• Cochran-Smith, M., Piazza, P., & Power, C. (2013). The politics of accountability: Assessing teacher education in the United States. The Educational Forum, 77(1), 6–27.
   Google Scholar
• Connaughton, J., Edgar, S., & Ferns, S. (2014). Assessing WIL. In S. Ferns (Ed.), HERDSA guide: Work integrated learning in the curriculum (pp. 27–31). Higher Education Research and Development Society of Australasia.
   Google Scholar
• Darling-Hammond, L. (2006). Assessing teacher education: The usefulness of multiple measures for assessing program outcomes. Journal of Teacher Education, 57(2), 120–138.
   Web of Science ®Google Scholar
• Darling-Hammond, L. (2012). The right start: Creating a strong foundation for the teaching career. The Phi Delta Kappan, 94(3), 8–13.
   Web of Science ®Google Scholar
• Davies, B., & Bansel, P. (2010). Governmentality and academic work: Shaping the hearts and minds of academic workers. Journal of Curriculum Theorizing, 26(3), 5–20.
   Google Scholar
• Donmoyer, R., & Yennie-Donmoyer, J. (1995). Data as drama: Reflections on the use of readers theater as a mode of qualitative data display. Qualitative Inquiry, 1(4), 402–428.
   Google Scholar
• Giddens, A. (1984). The constitution of society: Outline of the theory of structuration. Polity Press.
   Google Scholar
• Hurren, W., Moskal, M., & Wasylowich, N. (2001). They are always watching me: A readers’ theatre script based on the performative aspect of be(com)ing teachers. Teaching Education, 12(3), 335–345.
   Google Scholar
• Jacobs, R. (2016). Using scripts and stories: Illustrating the influences on drama performance assessment. NJ: Drama Australia Journal, 40(1), 53–65.
   Web of Science ®Google Scholar
• Keamy, R. K., & Selkrig, M. A. (2019, December 2). The impact of the AfGT on initial teacher educators’ academic work. In A. Simpson (Chair), Mobilising, implementing and embedding TPAs: Experiences in the life course of the AfGT [Symposium]. Brisbane, Queensland: Annual Conference of the Australian Association for Research in Education.
   Google Scholar
• Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P., & Bristol, L. (Eds.). (2014). Changing practices, changing education. Springer.
   Google Scholar
• Kornfeld, J., Grady, K., Marker, P. M., & Ruddell, M. R. (2007). Caught in the current: A self-study of state-mandated compliance in a teacher education program. Teachers College Record, 109(8), 1902–1930. https://www.tcrecord.org
   Web of Science ®Google Scholar
• Leavy, P. (2015). Method Meets Art: Arts-based Research Practice (2nd ed.). The Guildford Press.
   Google Scholar
• Louden, W., & Wallace, J. (2001). Searching for standards in narrative research. The Australian Educational Researcher, 28(2), 67–77.
   Google Scholar
• Mahon, K., Kemmis, S., Francisco, S., & Lloyd, A. (2017). Introduction: Practice theory and the theory of practice architectures. In K. Mahon, S. Francisco, & S. Kemmis (Eds.), Exploring education and professional practice (pp. 1–30). Springer. 10.1007/978-981-10-2219-7_1
   Google Scholar
• Manathunga, C., Selkrig, M. A., Sadler, K., & Keamy, (. K. (2017). Rendering the paradoxes and pleasures of academic life: Using images, poetry and drama to speak back to the measured university. Higher Education Research & Development, 36(3), 526–540.
   Web of Science ®Google Scholar
• Mayer, D. (2013). Policy driven reforms and the role of teacher educators in reframing teacher education in the 21st century. Waikato Journal of Education, 18(1), 1–18.
   Google Scholar
• Norris, J. (2000). Drama as Research: Realizing the Potential of Drama in Education as a Research Methodology. Youth Theatre Journal, 14(1), 40–51.
   Google Scholar
• Nuttall, J., & Brennan, M. (2016). Teacher education as academic work: The affordances of a materialist analysis. Asia-Pacific Journal of Teacher Education, 44(4), 364–378.
   Web of Science ®Google Scholar
• Paugh, P., Wendell, K. B., Power, C., & Gilbert, M. (2018). ‘It’s not that easy to solve’: EdTPA and preservice teacher learning. Teaching Education. 29(2), 147–164.
   Google Scholar
• Peck, C. A., Gallucci, C., & Sloan, T. (2010). Negotiating Implementation of High-Stakes Performance Assessment Policies in Teacher Education: From Compliance to Inquiry. Journal of Teacher Education, 61(5), 451–463.
   Web of Science ®Google Scholar
• Pinar, W. F. (2012). What is curriculum theory? (2nd ed.). Routledge.
   Google Scholar
• Renwick, K., Selkrig, M. A., Manathunga, C., & Keamy, R. (2020). Community engagement is … : Revisiting Boyer’s model of scholarship. Higher Education Research & Development, 39(6), 1232–1246.
   Web of Science ®Google Scholar
• Rönnerman, K., & Kemmis, S. (2016). Stirring doctoral candidates into academic practices: A doctoral course and its practice architectures. Education Inquiry, 7(2), 93–114.
   Google Scholar
• Saldaña, J. (2003). Dramatizing data: A primer. Qualitative Inquiry, 9(2), 218–236.
   Web of Science ®Google Scholar
• Saldaña, J. (2011). Ethnotheatre: Research from page to stage. Routledge. http://ebookcentral.proquest.com/lib/unimelb/detail.action?docID=795261
   Google Scholar
• Sallis, R. (2007). From Data to Drama—the Construction of an Ethnographic Performance. NJ: Drama Australia Journal, 31(2), 7–20.
   Google Scholar
• Schrader, S. M. (2004). Performing narratives: Telling the story of theory. Teaching Education, 15(2), 203–214.
   Google Scholar
• Selkrig, M. A., Keamy, R. K., Sadler, K., & Manathunga, C. (2019). Making visible collegiality of a different kind. In D. Bottrell & C. Manathunga (Eds.), Prising open the cracks of neoliberal universities. Palgrave Macmillan.
   Google Scholar
• Selkrig, M. A., & Keamy, R. K. (2020). Becoming entangled in SoTL and Research through supercomplexity: Looking back, forward, in, out … and shaking it about! In L. Ling & P. Ling (Eds.), Emerging Methods and Paradigms in Scholarship and Education Research (pp. 244–262). IGI Global.
   Google Scholar
• Stacey, M., Talbot, D., Buchanan, J., & Mayer, D. (2019). The development of an Australian teacher performance assessment: Lessons from the international literature. Asia-Pacific Journal of Teacher Education. doi:10.1080/1359866X.2019.1669137
   Web of Science ®Google Scholar
• Teaching Heart. (2008). Reader’s theatre scripts and plays. http://www.teachingheart.net/readerstheater.htm
   Google Scholar
• Tierney, W. G. (1993). The cedar closet 1. International Journal of Qualitative Studies in Education, 6(4), 303–314.
   Google Scholar
• Tierney, W. G. (2000). Undaunted courage: Life history and the postmodern challenge. In N. K. Denzin & Y. S. Lincoln (Eds.), The Handbook of Qualitative Research (2nd). Sage.
   Google Scholar
• Turley, S. (2005). Professional lives of teacher educators in an era of mandated reform. Teacher Education Quarterly, 32(4), 137–156. https://www.jstor.org/stable/23478750
   Google Scholar
• Whiteman, G., & Phillips, N. (2008). The role of narrative fiction and semi-fiction in organizational studies. In D. Barry & H. Hansen (Eds.), The Sage Handbook of New Approaches in Management and Organization (pp. 288–301). Sage Publications.
   Google Scholar
• Worrell, F., Brabeck, M., Dwyer, C., Geisinger, K., Marx, R., Noell, G., & Pianta, R. (2014). Assessing and evaluating teacher preparation programs. American Psychological Association.
   Google Scholar