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  • Teacher Quality and Teacher Education: A Critical Policy Analysis of International and Australian Policies.

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    Author(s)
    Singh, Parlo
    Hoyte, Frances
    Heimans, Stephen
    Exley, Beryl
    Griffith University Author(s)
    Singh, Parlo
    Hoyte, Frances
    Exley, Beryl E.
    Year published
    2021
    Metadata
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    Abstract
    This article examines how the ‘teacher quality’ agenda, evident in the globalised discourse on education policy, constructs changes to teachers’ work and teacher education. We undertake a critical policy analysis of two reports from the Organisation for Economic Cooperation and Development (OECD), addressing three issues. First, we discuss the global and national context in which ‘teacher quality’ policies have emerged. We examine implications of policy enactment in Australia and analyse how the OECD documents construct understandings of teacher quality. We link our analysis to a recent government inquiry into the teaching ...
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    This article examines how the ‘teacher quality’ agenda, evident in the globalised discourse on education policy, constructs changes to teachers’ work and teacher education. We undertake a critical policy analysis of two reports from the Organisation for Economic Cooperation and Development (OECD), addressing three issues. First, we discuss the global and national context in which ‘teacher quality’ policies have emerged. We examine implications of policy enactment in Australia and analyse how the OECD documents construct understandings of teacher quality. We link our analysis to a recent government inquiry into the teaching profession in Australia, looking specifically at the impact of the teacher quality discourse on teacher education. The OECD documents constrain what is perceived as acceptable curriculum, pedagogy and evaluation in teacher education. We argue, with others, that changes in response to the teacher quality discourse are narrowing what it means to undertake quality teaching work, especially in contexts of disadvantage.
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    Journal Title
    Australian Journal of Teacher Education
    Volume
    46
    Issue
    4
    DOI
    https://doi.org/10.14221/ajte.2021v46n4.1
    Funder(s)
    ARC
    Grant identifier(s)
    DP190100518
    Copyright Statement
    © The Author(s) 2021. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal’s website or contact the author(s).
    Subject
    Teacher education and professional development of educators
    Education policy, sociology and philosophy
    Publication URI
    http://hdl.handle.net/10072/404926
    Collection
    • Journal articles

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