Abstract
Internationally, there has been considerable political activity around the question of how to better prepare quality teachers and make training institutions more accountable. In Australia, the 2014 report Action now: classroom ready teachers illustrates many of the underlying assumptions, perceived problems and potential solutions driving this agenda. This report, similar to reports in other countries, reinforces the public perception that the “quality” of teachers is deteriorating and the only solution is to intensify accountability regimes through increased levels of control. To this end, the Australian federal government committed $16.9 million to the Australian Institute for Teaching and School Leadership to ensure that “teachers are better trained”. This involves a greater focus on accountability, accreditation, regulation, selection, assessment, content and evidence about “what works”. This chapter critically reflects on the Australian Action now: classroom ready teachers report as a case study of policy rhetoric and policy reality. Drawing on the tradition of critical policy analysis, the chapter sets out to examine (i) the broader social context in which this reform initiative is located, (ii) the key normative values and assumptions underpinning the report, (iii) gaps, silences and contradictions in policy discourses, and (iv) alternative conceptions of teacher education grounded in a more relational and intellectually engaged response.
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Acknowledgments
This chapter is an outcome of the Retaining Quality Teachers Study funded by the Australian Research Council (LP130100830). The Principals Australia Institute contributed funds and in-kind support to this project. Note: the views expressed in this publication do not necessarily reflect Principals Australia Institute’s policies.
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Down, B., Sullivan, A. (2019). “Classroom-Ready Teachers”. In: Sullivan, A., Johnson, B., Simons, M. (eds) Attracting and Keeping the Best Teachers. Professional Learning and Development in Schools and Higher Education, vol 16. Springer, Singapore. https://doi.org/10.1007/978-981-13-8621-3_3
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