Publisher's Synopsis
For pre-service and beginning teachers. Portfolios, performance and authenticity reviews the recent literature on authentic assessment in the context of Australian education over the last twenty years. It examines the practices advocated for beginning teachers in the light of recent research, and highlights the crucial areas of teacher identity and professionalism as a source of pressing problems for 'stakeholders'. A blend of theoretical and practical approaches is adopted in order to contextualise dilemmas faced by educators and enliven what is currently perceived by the authors as a one-sided approach to the discourse of teacher preparation and professionalism.
