Advertisement

Conceptualising the impact of initial teacher education

  • Fiona EllEmail author
  • Alyson Simpson
  • Diane Mayer
  • Larissa McLean Davies
  • Janet Clinton
  • Georgia Dawson
Article
  • 40 Downloads

Abstract

In the current context, where global comparative education testing plays an increasing role in education policy and teacher quality is identified as a key to economic performance, initial teacher education has become a focus of concern and reform. Questions are asked about the impact of university-based teacher preparation, and ‘alternate routes’ into teaching emerge. Currently, in Anglophone countries, there is a turn towards practice and away from preparation that is seen as overly theoretical. In this paper, we propose a conceptual model of initial teacher education impact that examines the breadth of ways in which university-based teacher education impacts on the education system, positioning initial teacher education as more than just a source of newly qualified teachers. Using a complexity thinking framework, this paper offers a nuanced way to conceptualise initial teacher education impact that acknowledges the integrated nature of the education system and the way in which all stakeholders work together to improve student learning.

Keywords

Initial teacher education Student learning Complexity theory 

References

  1. Alexander, R. (2017). Towards dialogic teaching: Rethinking classroom talk (5th ed.). Cambridge: Dialogos.Google Scholar
  2. Alter, J., & Coggshall, J. G. (2009). Teaching as a clinical practice profession: Implications for teacher preparation and state policy. New York: National Comprehensive Centre for Teacher Quality. http://www.tqsource.org/publications/clinicalPractice.pdf.
  3. Anderson, R., Crabtree, B., Steele, D., & McDaniel, R. (2005). Case study research: The view from complexity science. Qualitative Health Research, 15(5), 669–685.CrossRefGoogle Scholar
  4. Anthony, G., & Hunter, R. (2017). Grouping practices in New Zealand mathematics classrooms: Where are we at and where should we be? New Zealand Journal of Educational Studies, 52(1), 73–92.CrossRefGoogle Scholar
  5. Australian Institute of Teaching and School Leadership. (2015). Accreditation of initial teacher education programmes in Australia: Standards and procedures. Melbourne: AITSL.Google Scholar
  6. Benton, P. (Ed.). (1990). The Oxford internship scheme: Integration and partnership in initial teacher education. London: Calouste Gulbenkian Foundation.Google Scholar
  7. Burn, K., & Mutton, T. (2015). A review of “research-informed clinical practice” in initial teacher education. Oxford Review of Education, 41(2), 217–233.CrossRefGoogle Scholar
  8. Byrne, D. (1998). Complexity theory and the social sciences. London: Routledge.Google Scholar
  9. Cilliers, P. (1998). Complexity and postmodernism: Understanding complex systems. London: Routledge.Google Scholar
  10. Cochran-Smith, M., Ell, F., Ludlow, L., Grudnoff, L., & Aitken, G. (2014). The challenge and promise of complexity theory for teacher education research. Teachers College Record, 116(5), 1–38.Google Scholar
  11. Cochran-Smith, M., Stern, R., Sánchez, J. G., Miller, A., Keefe, E. S., Fernández, B., et al. (2016). Holding teacher education accountable: A review of claims and evidence. Boulder, CO: National Education Policy Center.Google Scholar
  12. Cochran-Smith, M., & Villegas, A. (2015). Framing teacher preparation research: An overview of the field, Part 1. Journal of Teacher Education, 66(1), 7–20.CrossRefGoogle Scholar
  13. Cochran-Smith, M., & Zeichner, K. (2005). Studying teacher education: The report of the AERA Panel on Research and Teacher Education. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
  14. Coggshall, J. G., Bivona, L., & Reschly, D. J. (2012). Evaluating the effectiveness of teacher preparation programs for support and accountability. Washington, DC: National Comprehensive Center for Teacher Quality.Google Scholar
  15. Comber, B. (2012). Mandated literacy assessment and the reorganisation of teachers’ work: Federal policy, local effects. Critical Studies in Education, 53(2), 119–136.CrossRefGoogle Scholar
  16. Comber, B., & Freebody, P. (2013). Literacy education in a changing policy environment: Introduction. Australian Journal of Language and Literacy, 36(2), 65–66.Google Scholar
  17. Cormack, P., & Comber, B. (2013). High stakes literacy tests and local effects in a rural school. Australian Journal of Language and Literacy, 36(2), 78–89.Google Scholar
  18. Council for the Accreditation of Educator Preparation. (2018). CAEP Handbook Initial-Level Programs 2018. Washington DC: CAEP.Google Scholar
  19. Daniels, H. (1994). Literature circles: Voice and choice in the student centred classroom. Portland, MN: Stenhouse Publishers.Google Scholar
  20. Darling-Hammond, L. (2015). Can value added add value to teacher evaluation? Educational Researcher, 44(2), 132–137.CrossRefGoogle Scholar
  21. Davis, B., & Sumara, D. (1997). Cognition, complexity and teacher education. Harvard Educational Review, 67(1), 105–127.CrossRefGoogle Scholar
  22. Davis, B., & Sumara, D. (2006). Complexity and education: Inquiries in learning, teaching, and research. New York: Routledge.Google Scholar
  23. Davis, B., & Sumara, D. (2010). If things were simple…: complexity in education. Journal of Evaluation in Clinical Practice, 16, 856–860.CrossRefGoogle Scholar
  24. Day, C., & Gu, Q. (2014). Resilient teachers, resilient schools: Building and sustaining quality in testing times. London: Routledge.Google Scholar
  25. Department for Education. (2013). Teachers’ standards: Guidance for school leaders, school staff and governing bodies. Department for Education. UK Reference: DFE-00066-2011.Google Scholar
  26. Education Council of New Zealand. (2016). Strategic options for developing future orientated initial teacher education. Wellington: Education Council of New Zealand.Google Scholar
  27. Ellis, S., & Moss, G. (2014). Ethics, education policy and research: The phonics question reconsidered. British Educational Research Journal, 40(2), 241–260.CrossRefGoogle Scholar
  28. Elmore, R. F. (2016). “Getting to scale …” it seemed like a good idea at the time. Journal of Educational Change, 17(4), 529–537.CrossRefGoogle Scholar
  29. Fullan, M. (2016). The elusive nature of whole system improvement in education. Journal of Educational Change, 17(4), 539–544.CrossRefGoogle Scholar
  30. Furlong, J. (2015). Teaching tomorrow’s teachers: Options for the future of initial teacher education in Wales: A report to Huw Lewis, AM, Minister for Education and Skills. Retrieved from http://gov.wales/docs/dcells/publications/150309-teaching-tomorrows-teachers-final.pdf.
  31. Gillis, S., Polesel, J., & Wu, M. (2016). PISA data: Raising concerns with its use in policy settings. Australian Educational Researcher, 43(1), 131–146.CrossRefGoogle Scholar
  32. Grossman, P., & McDonald, M. (2008). Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal, 45(1), 184–205.CrossRefGoogle Scholar
  33. Grudnoff, L., Haigh, M., & Mackisack, V. (2017). Re-envisaging and reinvigorating school–university practicum partnerships. Asia-Pacific Journal of Teacher Education, 45(2), 1–14.CrossRefGoogle Scholar
  34. Guillen, L., & Zeichner, K. (2018). A university-community partnership in teacher education from the perspectives of community-based teacher educators. Journal of Teacher Education, 69(20), 140–153.CrossRefGoogle Scholar
  35. Hammerness, K., & Darling-Hammond, L. (2002). Towards a pedagogy of cases in teacher education. Teaching Education, 13(2), 125–135.CrossRefGoogle Scholar
  36. Hayes, D., & Doherty, C. (2017). Valuing epistemic diversity in educational research: An agenda for improving research impact and initial teacher education. Australian Education Researcher, 44(2), 123–139.CrossRefGoogle Scholar
  37. Hetherington, L. (2013). Complexity thinking and methodology: the potential of ‘complex case study’ for educational research. Complicity, 10(1/2), 71–85.Google Scholar
  38. Jones, P., Simpson, A., & Thwaite, A. (2018). Talking the talk: Snapshots from Australian classrooms. Marrickville: PETAA.Google Scholar
  39. Kameniar, B., McLean Davies, L., Reid, C., Tyler, D., & Acquaro, D. (2017). Clinical praxis exams: Linking academic study and professional practice knowledge. In M. Peters, B. Cowie, & I. Menter (Eds.), A companion to research in teacher education (pp. 53–68). Dordrecht: Springer.CrossRefGoogle Scholar
  40. Loeb, S., & Candelaria, C. A. (2012). How stable are value-added estimates across years, subjects and student groups? What we know series: Value-added methods and applications. Knowledge brief 3. Stanford, CA: Carnegie Foundation for the Advancement of Teaching.Google Scholar
  41. Mason, M. (Ed.). (2008). Complexity theory and the philosophy of education. West Sussex: Wiley Blackwell.Google Scholar
  42. Mayer, D., Cotton, W., & Simpson, A. (2017). Teacher education in Australia: Evidence of effectiveness. In J. Lampert (Ed.), The Oxford encyclopedia of critical perspectives on teacher education. Oxford: Oxford University Press.  https://doi.org/10.1093/acrefore/9780190264093.013.305.CrossRefGoogle Scholar
  43. Mayer, D., Pecheone, R., & Merino, N. (2012). Rethinking teacher education reform in Australia: The teacher quality reforms. In A. Lieberman & L. Darling-Hammond (Eds.), Teacher education round the world: Changing policy and practices (pp. 110–129). London: Routledge.Google Scholar
  44. McLean Davies, L., Anderson, M., Deans, J., Dinham, S., Griffin, P., Kameniar, B., et al. (2013). Masterly preparation: Embedding clinical practice in a graduate pre-service teacher education programme. Journal of Education for Teaching, 39(10), 93–106.CrossRefGoogle Scholar
  45. McLean Davies, L., Angelico, T., Hadlow, B., Kriewaldt, J., Rickards, F., Thornton, J., et al. (2017). Supporting the development of the profession: The impact of a clinical approach to teacher education. In G. Savage & T. Bentley (Eds.), Educating Australia: Challenges for the decade ahead (pp. 209–226). Melbourne: Melbourne University Press.Google Scholar
  46. McLean Davies, L., Dickson, B., Rickards, F., Dinham, S., Conroy, J., & Davis, R. (2015). Teaching as a clinical profession: Translational practices in initial teacher education—An international perspective. Journal of Education for Teaching, 41(5), 514–528.CrossRefGoogle Scholar
  47. Menter, I., Hulme, M., Elliot, D., & Lewin, J. (2010). Literature review on teacher education in the 21st century. Edinburgh: The Scottish Government.Google Scholar
  48. Meyer, H. D. (2013, December 19). OECD’s PISA: A tale of flaws and hubris. Teachers College Record.Google Scholar
  49. Morrison, K. (2008). Educational philosophy and the challenge of complexity theory. In M. Mason (Ed.), Complexity theory and the philosophy of education (pp. 16–31). West Sussex: Wiley Blackwell.CrossRefGoogle Scholar
  50. Murray, S., Nuttall, J., & Mitchell, J. (2008). Research into initial teacher education in Australia: A survey of the literature 1995-2004. Teaching and Teacher Education, 24(1), 225–239.CrossRefGoogle Scholar
  51. Ovens, A. (2017). Putting complexity to work to think differently about transformative pedagogies in teacher education. Issues in Teacher Education, 26(3), 38–51.Google Scholar
  52. Polesel, J., Dufler, N., & Turnbull, M. (2012). The experience of education: The impacts of high stakes testing on school students and their families. Sydney: Whitlam Institute, University of Western Sydney.Google Scholar
  53. Redman, C. (2014). The Melbourne Graduate School of Education Master of Teaching: A clinical practice model. In M. Jones & J. Ryan (Eds.), Successful teacher education: Partnerships, reflective practice and the place of technology (pp. 11–30). Rotterdam: Sense Publishers.Google Scholar
  54. Rowan, L., Mayer, D., Kline, J., Kostogriz, A., & Walker-Gibbs, B. (2015). Investigating the effectiveness of teacher education for early career teachers in diverse settings: The longitudinal research we have to have. Australian Educational Researcher, 42(3), 273–298.CrossRefGoogle Scholar
  55. Simpson, A. (2016). Dialogic teaching in the initial teacher education classroom: “Everyone’s voice will be heard”. Research Papers in Education, 31(1), 89–106.CrossRefGoogle Scholar
  56. Simpson, A. (2017). Teachers negotiating professional agency through literature-based assessment. Literacy, 51(2), 111–119.CrossRefGoogle Scholar
  57. Sleeter, C. (2014). Toward teacher education research that informs policy. Educational Researcher, 43(3), 146–153.CrossRefGoogle Scholar
  58. Timperley, H., Kaser, L., & Halbert, J. (2014). A framework for transforming learning in schools: Innovation and the spiral of inquiry. Melbourne: CSE.Google Scholar
  59. Ure, C. (2010). Reforming teacher education through a professionally applied study of teaching. Journal of Education for Teaching, 36(4), 461–475.CrossRefGoogle Scholar
  60. Waks, L. (2011). Teacher education programs as complex organizations. Emerging Changes in Teacher Education, 8(1), 65–69.Google Scholar
  61. Zeichner, K., Payne, K., & Brayko, K. (2015). Democratizing teacher education. Journal of Teacher Education, 66(2), 122–135.CrossRefGoogle Scholar

Copyright information

© The Australian Association for Research in Education, Inc. 2018

Authors and Affiliations

  1. 1.The University of AucklandAucklandNew Zealand
  2. 2.The University of SydneySydneyAustralia
  3. 3.The University of MelbourneMelbourneAustralia

Personalised recommendations