How can Preservice Teachers be Measured against Advocated Professional Teaching Standards?

Q: How did the study measure preservice teachers against the advocated standards?

A pretest-posttest survey instrument was developed based on the QCT standards and administered before and after science education coursework.

Q: What were the key findings from the pretest-posttest analysis?

Twenty-two of twenty-four paired items were highly significant (p<.001), with percentage increases ranging from about 27% to as high as 97%, though two items showed lower significance.

Oct 15, 2026

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Australia has had many inquiries into teaching and teacher education over the last decade, including national and state-driven teaching standards. The Queensland College of Teachers (QCT) advocates ten professional teaching standards for teachers and preservice teachers. This study examined 106 second-year preservice teachers’ perceptions of their development against the QCT standards using a pretest-posttest survey instrument and statistical analyses. Results showed 22 of 24 paired items highly significant (p<.001) with notable percentage gains, while two items showed lower significance, indicating a need for more rigorous measurement approaches.

LanguageEnglish

CategoryExam

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Abstract

Introduction

QCT Standards

Australian Journal of Teacher Education Volume 34 | Issue 5 Article 6 2009 How can Preservice Teachers be Measured against Advocated Professional Teaching Standards? Peter Hudson Queensland University of Technology Recommended Citation Hudson, Peter (2010) "How can Preservice Teachers be Measured against Advocated Professional Teaching Standards?,"Australian Journal of Teacher Education: Vol. 34: Iss. 5, Article 6. Available at: [http://ro.ecu.edu.au/ajte/vol34/iss5/6](http://ro.ecu.edu.au/ajte/vol34/iss5/6) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol34/iss5/6](http://ro.ecu.edu.au/ajte/vol34/iss5/6) Australian Journal of Teacher Education How can Preservice Teachers be Measured against Advocated Professional Teaching Standards? Dr Peter Hudson Queensland University of Technology Kelvin Grove Abstract: Australia has had many inquiries into teaching and teacher education over the last decade. Standards for teaching have been produced by national education systems with many state systems following suit. The Queensland College of Teachers (QCT) advocates ten professional teaching standards for teachers and preservice teachers. How can preservice teachers be measured against advocated professional standards? This study investigated 106 second-year preservice teachers’perceptions of their development against the QCT standards. Apretest-posttest survey instrument was developed based on the QCT standards and administered to these preservice teachers before and after their science education coursework. Percentages, ANOVAs and t-tests were generated to analyse the results. Findings indicated that 22 of the 24 paired pretest-posttest items were highly significant (p<.001). Percentage increases ranged from as low as 27% in thepretest to as high as 97% in the posttest, yet, there were two items with lower significance (i.e., working in professional science education teams and supporting students’participation in society). Understanding preservice teachers’perceptions of their abilities to implement these standards may be a step towards the process of determining the achievement of teaching standards; however, more rigorous measurements will need to be developed for both teachers and preservice teachers. University coursework and related assessments can provide an indication of achieving these standards, especially authentic assessment of preservice teachers’ practices. Introduction Australia has had many inquiries into teaching and teacher education over the last decade (e.g., ACDE, 1998; House of Representatives Standing Committee on Educational and Vocational Training [HRSCEVT], 2007). These inquiries focus heavily upon teaching standards, advocating minimum requirements to meet these standards. In addition, there has been a push for teaching standards in specific subject areas such as science education in Australia and elsewhere (e.g., Australian Science Teachers' Association, 2002 ; Bybee & McInerney, 1995; Collins, 1998) . For instance, one report on teaching science in the US states,“effective science teaching is more than knowing science content and some teaching strategies. Skilled teachers integrate their knowledge of science content, curriculum, learning, teaching, and students”(National Research Council, 1996, p. 62) . These science standards have now transferred to documents that outline standards for preservice teacher education (e.g., McIntosh & Siebert, 2001), teacher professional development,(Rhoton & Bowers, 2001), and students’achievements within a standards-based system (Yager, 2006). In 2002, Australia presented its own set of national science teaching standards (National Science Standard Committee/Australian Science Teachers' Association, 2002); however eventhough Australian states have outlined standards for teaching these have not transferred to Vol 34, 5, October 2009 65 Australian Journal o

FAQs

What professional teaching standards are central to the study?

The Queensland College of Teachers (QCT) advocates ten professional teaching standards for teachers and preservice teachers.

How did the study measure preservice teachers against the advocated standards?

A pretest-posttest survey instrument was developed based on the QCT standards and administered before and after science education coursework.

What were the key findings from the pretest-posttest analysis?

Twenty-two of twenty-four paired items were highly significant (p<.001), with percentage increases ranging from about 27% to as high as 97%, though two items showed lower significance.

Oct 15, 2026

Upload by Aldword