Does the ATAR predict pre-service teacher capacity for inclusive classroom practice?

Greg Auhl, Alan Bain

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Abstract

In this study, we examined whether the Australian Tertiary Admissions Rank (ATAR) predicted pre-service teachers' schema development for inclusive classroom teaching. Where previous studies have employed grade point average (GPA) as a criterion measure, this study employed a validated measure linked to standards-based classroom practice. The study was conducted in the final semester of the teacher education programs at three Australian universities. The results showed the explanatory power of the ATAR was close to zero for the students studied. The implications of the findings for teacher education and for using the ATAR as an indicator of teacher quality are discussed.

Original languageEnglish
Pages (from-to)81-91
Number of pages11
JournalAustralian Journal of Teacher Education
Volume46
Issue number4
DOIs
Publication statusPublished - 2021

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