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the Subjectification of Graduate Teachers\u003Cbr>Karen Maras\u003Cbr>University of New South Wales\u003Cbr>Geraldine Townend\u003Cbr>The University of New South Wales\u003Cbr>Tony Loughland UNSW\u003Cbr>Hoa Nguyen\u003Cbr>The University of New South Wales\u003Cbr>Dennis Alonzo\u003Cbr>University of New South Wales\u003Cbr>Marie McGregor\u003Cbr>The University of New South Wales See next page for additional authors\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte) |  |\n\nRecommended Citation  \nMaras, K., Townend, G., Loughland, T., Nguyen, H., Alonzo, D., McGregor, M., Gao, A., & Kwee, T. (2023) . Arguing for the Subjectification of Graduate Teachers. Australian Journal of Teacher Education, 48(8) .  \n[https://doi.org/10.14221/1835-517X.6229](https://doi.org/10.14221/1835-517X.6229)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol48/iss8/6](https://ro.ecu.edu.au/ajte/vol48/iss8/6)  \nArguing for the Subjectification of Graduate Teachers  \nAuthors  \nKaren Maras, Geraldine Townend, Tony Loughland, Hoa Nguyen, Dennis Alonzo, Marie McGregor, Andy Gao, and Tanya Kwee  \nThis journal article is available in Australian Journal of Teacher Education: [https://ro.ecu.edu.au/ajte/vol48/iss8/6](https://ro.ecu.edu.au/ajte/vol48/iss8/6)  \nArguing for the Subjectification of Graduate Teachers  \nKaren Maras  \nGeraldine Townend  \nTony Loughland  \nHoa Thi Mai Nguyen  \nDennis Alonzo  \nMarie McGregor  \nXuesong Gao  \nChing Ting Tany Kwee  \nUniversity of New South Wales  \nAbstract: The quality of graduate teachers is a significant concern for teacher educators, policymakers and the public. Initiatives regarding the quality assurance of initial teacher education (ITE) programs  \nrequire critical examination to ensure that ITE programs develop  \nproficient graduate teachers to meet the demands of modern classrooms. In this paper, we draw on Biesta’s (2015, 2019, 2020) theoretical framing ofpurpose in education (i.e., qualification, socialisation and subjectification) to analyse the policy texts related to graduate teaching performance assessment from institutions involved in the creation and implementation of the Teaching Performance Assessment (TPA) in ITE in Australia. Researchers used document analysis to examine the publicly stated purpose ofthe TPA. The analysis revealed that the relevant policy texts focused much more on qualification (81%) than socialisation (8%) and subjectification  \n(11%). The findings imply that the TPA policies may contribute to  \nnarrowing the ITE curriculum and the subsequent thwarting of  \nteacher subjectification.  \nKeywords: initial teacher education, teaching performance assessment, educational purpose, subjectification  \nIntroduction  \nThe quality of graduate teachers defines Initial Teacher Education (ITE) programs, and for this reason, its assessment should be a major, ongoing concern for teacher educators, policy makers and the public. While policy makers and regulatory bodies tend to develop and enforce quality assurance measures, the implementation of these measures needs to be critically examined as policy initiatives do not always achieve what they aim to achieve (Spooner-Lane et al., 2023 ; Stacey et al., 2020). In most cases, top-down policy initiativesand measures often constrain what ITE programs should achieve and what the public wants for the educational system. In this paper, we critically examine one such quality assurance measure, namely, the Teaching Performance Assessment (TPA) in the context of Australia.  \nIn Australia, ITE is delivered and accredited on a national scale. As “a reflection of classroom teaching practice including the elements of planning, teaching, assessing and  \nreflecting”, the TPA measures preservice teachers’ (PST)“classroom readine","cbCaiofaybwLEq2h","https://ap.wps.com/l/cbCaiofaybwLEq2h","pdf",284736,17,"English","# Abstract\n# Introduction\n# Teaching Performance Assessment in Australia","[{\"question\":\"What framework does the paper use to analyze graduate teaching assessment policy?\",\"answer\":\"It draws on Biesta’s (2015, 2019, 2020) theoretical framing of purpose in education, distinguishing qualification, socialisation, and subjectification.\"},{\"question\":\"How did the document analysis characterize the focus of TPA policy texts?\",\"answer\":\"The analysis found policy texts focused much more on qualification (81%) than socialisation (8%) and subjectification (11%).\"},{\"question\":\"What implication does the study draw about teacher subjectification?\",\"answer\":\"The findings imply that TPA policies may contribute to narrowing the ITE curriculum, thereby thwarting teacher subjectification.\"}]","Arguing for the Subjectification of Graduate Teachers - Article 6 | PDF",1792078674,43]