Social Discourses on the Teacher Performance Assessment: Media Tales, Twitter Tweets and Leadership Surveys

This paper explores the introduction of new Teacher Performance Assessment (TPA) for graduate teachers in Australia. We investigate how broader discussion around TPAs has been understood by multiple agents during an eight-month period from January 2019 to August 2019. Data includes legacy media, social media tweets and a survey school leaders. The analysis draws on Bernsteinian (1975) theory about way particular relations produce differing sentiments unity. While eschewing strict binary, was characterised mechanical solidarity which promoted TPA as akin test. Contributions responses suggested orientation organic recognition complex inter-dependence specialised roles within initial teacher education. These diverse discourses carry potential influence commission what counts quality.