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The paper examines how a selected group of high-performing pre-service teachers, using a framework from Australia’s major TPA consortium, appraised their teaching impact in Humanities and Social Sciences (HASS). Findings show impact articulated through data-informed, holistic interpretations including relational and affective effects, teaching moments, and cognitive progress, and suggest further refinement through stronger attention to pedagogical content knowledge and discipline-specific progression.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/demonstrating-impact-insights-from-the-work-of-preservice-teachers-completing-a-graduate-teacher-performance-assessment/594047/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/demonstrating-impact-insights-from-the-work-of-preservice-teachers-completing-a-graduate-teacher-performance-assessment/594047.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does Australia’s ITE reform require graduating teachers to do?","Question",{"text":112,"@type":113},"Graduating teachers must complete a Teaching Performance Assessment (TPA) to demonstrate their practice and “impact” prior to graduation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the study analyze pre-service teachers’ “impact” in HASS?",{"text":117,"@type":113},"High-performing pre-service teachers appraised their impact through Graduate Teacher Performance Assessment (GTPA) submissions, which reflected data-informed and holistic interpretations including relational and affective effects.",{"name":119,"@type":110,"acceptedAnswer":120},"What improvements does the paper suggest for analyzing “impact”?",{"text":121,"@type":113},"The paper identifies ways analysis of impact could be further refined by giving greater attention to pedagogical content knowledge and discipline-specific progression.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594047,1792166971,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 47  Issue 1 | Article 4 |\n| --- | --- |\n| 2022\u003Cbr>Demonstrating‘Impact’: Insights from the Work of Preservice Teachers Completing a Graduate Teacher Performance Assessment\u003Cbr>Peter D. Brett\u003Cbr>University of Tasmania\u003Cbr>Michelle Parks\u003Cbr>University of Tasmania\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Educational Assessment, Evaluation, and Research Commons, and the Teacher Education and Professional Development Commons |  |\n\nRecommended Citation  \nBrett, P. D., & Parks, M. (2022) . Demonstrating ‘Impact’: Insights from the Work of Preservice Teachers Completing a Graduate Teacher Performance Assessment. Australian Journal of Teacher Education, 47(1) .  \n[http://dx.doi.org/10.14221/ajte.2022v47n1.4](http://dx.doi.org/10.14221/ajte.2022v47n1.4)  \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/vol47/iss1/4](https://ro.ecu.edu.au/ajte/vol47/iss1/4)  \nDemonstrating ‘Impact’: Insights From the Work of Preservice Teachers Completing a Graduate Teacher Performance Assessment  \nPeter Brett  \nMichelle Parks  \nUniversity of Tasmania  \nAbstract: Initial Teacher Education (ITE) reform in Australia has mandated that graduating teachers demonstrate their practice and‘impact’ through the completion of a Teaching Performance Assessment (TPA) prior to graduation. The requirement to analyse‘impact’ in teaching, requires a nuanced understanding of what‘impact’ is and how it manifests in varied contemporary classrooms.  \nThis paper reports on how a sample of high-performing pre-service teachers from one Australian ITE institution, within a framework devised by Australia’s largest TPA consortium, appraised the impact of their teaching in the context of the disciplinary area of Humanities and Social Sciences (HASS). How ‘impact’ was articulated through GTPA submissions revealed data-informed and holistic interpretations layered to include opportunistic teaching moments and  \nrelational and affective impact as well as analysis of cognitive progress. The paper also identifies ways in which analysis of impact might be further finessed with greater attention to pedagogical  \ncontent knowledge and discipline-specific progression.  \nKey words: Graduate Teacher Performance Assessment (GTPA), Teaching Performance assessment (TPA), Impact, teacher effectiveness.  \nThe Graduate Teacher Performance Assessment® Project was created by the Institute for Learning Sciences and Teacher Education, Australian Catholic University, and has been implemented in a collective of Higher Education Institutions in Australia ([graduatetpa.com](graduatetpa.com)).  \nIntroduction  \nThe Teacher Education Ministerial Advisory Group (TEMAG) report Action Now: Classroom ready teachers, focusing upon initial teacher education (ITE) policies and processes in Australia, made specific recommendations about pre-service teachers (PSTs) making ‘a positive impact on the learning of all students’(TEMAG, 2014, p. xv) . The impact of PSTs on students’ learning is increasingly being viewed as an ‘ultimate framing to understand the effectiveness of initial teacher education programs’(Mayer, 2015, p. 3) . The TEMAG report also underlined the necessity and importance of ITE programmes collecting sophisticated evidence of their own and their PSTs’ impact (TEMAG, 2014, pp. x, xv, 1, 10, 11, 18, 19, 24, 28) . Impact evidence has become a central component in assessing the quality of programs offered by Australian ITE providers when courses are reviewed across a fiveyear accreditation cycle.  \nThe TEMAG report also concluded that ‘Initial teacher education providers are not rigorously or consistently assessing the classroom readiness of their pre-service teachers against the Professional Standards’(p. ix). Accordingly, a key recommendation was t","cbCainR8cI3BaUux","https://ap.wps.com/l/cbCainR8cI3BaUux","pdf",294740,18,"English","# Introduction\n## ITE reform and the role of TPA\n## GTPA framework and implementation\n# Study focus and qualitative review\n## Context: HASS and age range\n## Translating and enacting “impact”","[{\"question\":\"What does Australia’s ITE reform require graduating teachers to do?\",\"answer\":\"Graduating teachers must complete a Teaching Performance Assessment (TPA) to demonstrate their practice and “impact” prior to graduation.\"},{\"question\":\"How did the study analyze pre-service teachers’ “impact” in HASS?\",\"answer\":\"High-performing pre-service teachers appraised their impact through Graduate Teacher Performance Assessment (GTPA) submissions, which reflected data-informed and holistic interpretations including relational and affective effects.\"},{\"question\":\"What improvements does the paper suggest for analyzing “impact”?\",\"answer\":\"The paper identifies ways analysis of impact could be further refined by giving greater attention to pedagogical content knowledge and discipline-specific progression.\"}]","Demonstrating ‘Impact’ - Insights from the Work of Preservice Teachers Completing a Graduate Teacher Performance Assessment | PDF",1792078432,45]