TPACK and Initial Teacher Education: Implications from the Teaching Teachers for the Future Research
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This paper provides implications for initial teacher education informed by key findings of research and evaluation of the Teaching Teachers for the Future (TTF) Project. The context for initial teacher education is largely situated within an accountability agenda, evidenced by the National Plan for School Improvement which will require the Tertiary Education Quality and Standards Agency (TEQSA) to audit initial teacher education programs in Australia, in addition to the scrutiny and program accreditation requirements by accrediting authorities. The TTF project demonstrated a more sophisticated, improvement agenda which respectfully acknowledged and engaged the collective wisdom of all Australian Higher Education Institutions providing initial teacher education programs. The author argues that recent policy and media commentary on quality teachers, including the ABC's Q&A Education Special, Sky News State of the Nation Forum on Education, and the National Plan for School Improvement, and the reporting of Australian school students performance on international tests, have been silent in relation to the disruptive innovations occurring through technological innovations and their implications for initial teacher education. The implications from the research and evaluation of the TTF project research and evaluation indicate that the TPACK conceptualisation and AITSL's ICT Elaborations for Graduate Teacher Standards can inform the design of initial teacher education in preparing teachers for the 21st Century.
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Educational Technology and Computing