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dc.contributor.authorSingh, Parlo
dc.contributor.authorHoyte, Frances
dc.contributor.authorHeimans, Stephen
dc.contributor.authorExley, Beryl
dc.date.accessioned2021-06-04T01:46:47Z
dc.date.available2021-06-04T01:46:47Z
dc.date.issued2021
dc.identifier.issn1835-517X
dc.identifier.doi10.14221/ajte.2021v46n4.1
dc.identifier.urihttp://hdl.handle.net/10072/404926
dc.description.abstractThis 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.
dc.description.peerreviewedYes
dc.publisherEdith Cowan University
dc.relation.ispartofpagefrom1
dc.relation.ispartofissue4
dc.relation.ispartofjournalAustralian Journal of Teacher Education
dc.relation.ispartofvolume46
dc.relation.urihttp://purl.org/au-research/grants/ARC/DP190100518
dc.relation.grantIDDP190100518
dc.relation.fundersARC
dc.subject.fieldofresearchTeacher education and professional development of educators
dc.subject.fieldofresearchEducation policy, sociology and philosophy
dc.subject.fieldofresearchcode390307
dc.subject.fieldofresearchcode3902
dc.titleTeacher Quality and Teacher Education: A Critical Policy Analysis of International and Australian Policies.
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationSingh, P; Hoyte, F; Heimans, S; Exley, B, Teacher Quality and Teacher Education: A Critical Policy Analysis of International and Australian Policies., Australian Journal of Teacher Education, 46 (4), pp. 1
dcterms.licensehttps://creativecommons.org/licenses/by/4.0/
dc.date.updated2021-06-03T23:20:44Z
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© 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).
gro.hasfulltextFull Text
gro.griffith.authorSingh, Parlo
gro.griffith.authorHoyte, Frances
gro.griffith.authorExley, Beryl E.


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