Abstract
This chapter provides an overview of recent key policy changes driving efforts to improve initial teacher education in Australia. It documents the challenges faced by teacher education providers in terms of the discursive framing, subjectification and lived impact of policy imperatives on initial teacher education. By analysing the flow-on effects of Federal and State government policies, the researchers reveal the complexity of competing attempts to shape the profession. All teachers in Australia undertake formally accredited programs of study. Therefore, we call attention to the vital role of teacher educators in leading change and negotiating productive partnerships with stakeholders while responding to political intervention. Our chapter celebrates the strengths of initial teacher education in Australia while also demonstrating how the complex policy landscape interacts with teacher educators’ efforts to keep shaping the profession.
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Notes
- 1.
For the historical record, the NSW Professional Teaching Standards, the Western Australian Competency Framework for Teachers and the Victorian Institute of Teaching’s Standards and Professional Learning were implemented in 2004. The Professional Standards for Queensland Teachers were introduced in 2006.
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Simpson, A., Cotton, W., Gore, J. (2021). Teacher Education/ors in Australia: Still Shaping the Profession Despite Policy Intervention. In: Mayer, D. (eds) Teacher Education Policy and Research. Springer, Singapore. https://doi.org/10.1007/978-981-16-3775-9_2
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