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The Changing Face of Accreditation for Initial Teacher Education Programmes in Australia

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Professionalism and Teacher Education

Abstract

This chapter uses discourse analysis techniques associated with Foucauldian archaeology to ascertain the dominant discourses in the 2015 Australian Initial Teacher Education accreditation document. Findings reveal an overarching discourse of quality assurance anchored within the discursive themes of accreditation, evidence and impact. When these discursive themes are juxtaposed against the academic literature on professionalism, it becomes clear that teacher educators are being discursively repositioned in a managerial discourse. Recommendations are given for how teacher educators can navigate this highly regulated environment.

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  1. Queensland University of Technology, Brisbane, QLD, Australia

    Theresa Bourke

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  1. Theresa Bourke
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Correspondence to Theresa Bourke .

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  1. School of Education, Australian Catholic University, Banyo, QLD, Australia

    Amanda Gutierrez

  2. School of Education, Australian Catholic University, Banyo, QLD, Australia

    Jillian Fox

  3. School of Education, Australian Catholic University, Banyo, QLD, Australia

    Colette Alexander

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Bourke, T. (2019). The Changing Face of Accreditation for Initial Teacher Education Programmes in Australia. In: Gutierrez, A., Fox, J., Alexander, C. (eds) Professionalism and Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-7002-1_2

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  • DOI: https://doi.org/10.1007/978-981-13-7002-1_2

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