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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\u003C.001) with notable percentage gains, while two items showed lower significance, indicating a need for more rigorous measurement approaches.",{"@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":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/how-can-preservice-teachers-be-measured-against-advocated-professional-teaching-standards/594426/",{"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/how-can-preservice-teachers-be-measured-against-advocated-professional-teaching-standards/594426.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What professional teaching standards are central to the study?","Question",{"text":112,"@type":113},"The Queensland College of Teachers (QCT) advocates ten professional teaching standards for teachers and preservice teachers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the study measure preservice teachers against the advocated standards?",{"text":117,"@type":113},"A pretest-posttest survey instrument was developed based on the QCT standards and administered before and after science education coursework.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key findings from the pretest-posttest analysis?",{"text":121,"@type":113},"Twenty-two of twenty-four paired items were highly significant (p\u003C.001), with percentage increases ranging from about 27% to as high as 97%, though two items showed lower significance.","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},594426,1792210235,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Teacher Education  \nVolume 34 | Issue 5 Article 6  \n2009  \nHow can Preservice Teachers be Measured against Advocated Professional Teaching Standards?  \nPeter Hudson  \nQueensland University of Technology  \nRecommended Citation  \nHudson, Peter (2010) \"How can Preservice Teachers be Measured against Advocated Professional Teaching Standards?,\"Australian Journal of Teacher Education: Vol. 34: Iss. 5, Article 6.  \nAvailable at: [http://ro.ecu.edu.au/ajte/vol34/iss5/6](http://ro.ecu.edu.au/ajte/vol34/iss5/6)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol34/iss5/6](http://ro.ecu.edu.au/ajte/vol34/iss5/6)  \nAustralian Journal of Teacher Education  \nHow can Preservice Teachers be Measured against Advocated Professional  \nTeaching Standards?  \nDr Peter Hudson  \nQueensland University of Technology  \nKelvin Grove  \nAbstract: Australia has had many inquiries into teaching and teacher  \neducation over the last decade. Standards for teaching have been  \nproduced by national education systems with many state systems  \nfollowing suit. The Queensland College of Teachers (QCT) advocates  \nten professional teaching standards for teachers and preservice  \nteachers. How can preservice teachers be measured against  \nadvocated professional standards? This study investigated 106  \nsecond-year preservice teachers’perceptions of their development  \nagainst the QCT standards. Apretest-posttest survey instrument was  \ndeveloped based on the QCT standards and administered to these  \npreservice teachers before and after their science education  \ncoursework. Percentages, ANOVAs and t-tests were generated to  \nanalyse the results. Findings indicated that 22 of the 24 paired  \npretest-posttest items were highly significant (p\u003C.001). Percentage  \nincreases ranged from as low as 27% in thepretest to as high as 97%  \nin the posttest, yet, there were two items with lower significance (i.e.,  \nworking in professional science education teams and supporting  \nstudents’participation in society). Understanding preservice  \nteachers’perceptions of their abilities to implement these standards  \nmay be a step towards the process of determining the achievement of  \nteaching standards; however, more rigorous measurements will need  \nto be developed for both teachers and preservice teachers. University  \ncoursework and related assessments can provide an indication of  \nachieving these standards, especially authentic assessment of  \npreservice teachers’ practices.  \nIntroduction  \nAustralia 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  \nAustralian Journal o","cbCaig5oXoJnSDJ5","https://ap.wps.com/l/cbCaig5oXoJnSDJ5","pdf",196923,"English","# Abstract\n# Introduction\n# QCT Standards","[{\"question\":\"What professional teaching standards are central to the study?\",\"answer\":\"The Queensland College of Teachers (QCT) advocates ten professional teaching standards for teachers and preservice teachers.\"},{\"question\":\"How did the study measure preservice teachers against the advocated standards?\",\"answer\":\"A pretest-posttest survey instrument was developed based on the QCT standards and administered before and after science education coursework.\"},{\"question\":\"What were the key findings from the pretest-posttest analysis?\",\"answer\":\"Twenty-two of twenty-four paired items were highly significant (p\\u003c.001), with percentage increases ranging from about 27% to as high as 97%, though two items showed lower significance.\"}]","How can Preservice Teachers be Measured against Advocated Professional Teaching Standards? | PDF",1792079140,25]