University Of Tasmania

File(s) under permanent embargo

Demonstrating 'impact': insights from the work of preservice teachers completing a graduate teacher performance assessment

journal contribution
posted on 2023-05-21, 07:32 authored by Peter BrettPeter Brett, Michelle ParksMichelle Parks
Abstract: 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. This 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 relational 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 content knowledge and discipline-specific progression.


Publication title

Australian Journal of Teacher Education








Faculty of Education


Social Science Press

Place of publication


Rights statement

Copyright 2022 Social Science Press.

Repository Status

  • Restricted

Socio-economic Objectives

Professional development and adult education