ERIC Number: EJ1301471
Record Type: Journal
Publication Date: 2021-Apr
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1835-517X
EISSN: N/A
Teacher Quality and Teacher Education: A Critical Policy Analysis of International and Australian Policies
Singh, Parlo; Hoyte, Frances; Heimans, Stephen; Exley, Beryl
Australian Journal of Teacher Education, v46 n4 Article 1 p1-15 Apr 2021
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.
Descriptors: Teacher Effectiveness, Teacher Education, Policy Analysis, Educational Policy, Foreign Countries, Comparative Education, Criticism, Policy Formation, Educational Change
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A