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© 2017

Teacher Education Policy and Practice

Evidence of Impact, Impact of Evidence

  • Joce Nuttall
  • Alex Kostogriz
  • Mellita Jones
  • Jenny Martin
Book

Table of contents

  1. Front Matter
    Pages i-xii
  2. International Perspectives on Assessing the Impact of Teacher Education Policy and Practice

  3. The Impact of Change and Innovation in Teacher Education Practice

  4. Investigation and Critique of Debates About Evidence and Impact in Teacher Education

About this book

Introduction

This volume addresses both 'evidence of impact' and 'impact of evidence' to reveal the complex dialogue between the enterprise of teacher education and evidence of its effects in the early 21st century, taking a critical position on the very notions of 'evidence' and 'impact' that underpin contemporary policy frameworks. Teacher education programs in Australia and internationally are challenged by contemporary policy frameworks to demonstrate evidence of the impact they have on the capacity of graduating teachers to act with confidence and competence in school and early childhood education classrooms. At the same time, the field of teacher education is increasingly working to build a robust platform of research evidence that speaks to these policy frameworks and to broader issues concerning the role of teaching and teacher education in society.

Keywords

Effective teacher education effective education policy Impact of teacher education Evaluation of professional education Evaluating teacher education programs Graduating teachers early childhood training school teacher training teacher education policy frameworks Teacher competence Teacher confidence

Editors and affiliations

  • Joce Nuttall
    • 1
  • Alex Kostogriz
    • 2
  • Mellita Jones
    • 3
  • Jenny Martin
    • 4
  1. 1.Learning Sciences Institute AustraliaAustralian Catholic University Learning Sciences Institute AustraliaBrisbaneAustralia
  2. 2.Faculty of Education and ArtsAustralian Catholic University Faculty of Education and ArtsFitzroyAustralia
  3. 3.Faculty of Education and ArtsAustralian Catholic University Faculty of Education and ArtsFitzroyAustralia
  4. 4.Faculty of Education and ArtsAustralian Catholic University Faculty of Education and ArtsFitzroyAustralia

About the editors

Joce Nuttall is a Professor and Principal Research Fellow at the Learning Sciences Institute Australia, part of Australian Catholic University. Joce's research focuses on initial and continuing teacher education, particularly in early years settings.

Alex Kostogriz is a Professor and Head of the School of Education (Victoria) at the Faculty of Education and Arts, Australian Catholic University. Alex's research focuses on literacy/language education, and teacher education and professional practice.

Mellita Jones is Deputy Head of the School of Education (Victoria) at the Faculty of Education and Arts, Australian Catholic University, and a Lecturer in Science Education. Mellita's research focuses on teacher education and reflective practice.

Jenny Martin is a Lecturer for Science and Mathematics Education at the Faculty of Education and Arts, Australian Catholic University. Jenny's research focuses on human agency, professional identity development and pedagogical reasoning in the context of teacher education and science education.


Bibliographic information