Teacher Preparation In Australia

The book is a study of teacher preparation policy and practice in Australia from the establishment of the first colony there in 1788, to the present day. It will highlight, within an international context, how the focus of preparation moved through the following five interrelated and overlapping phases.

L'influence de l'Angleterre sur le système originel. Les transformations de la formation pédagogique entre 1880 et la première guerre mondiale. L'expansion et l'ascendant des écoles normales.

The book is a study of teacher preparation policy and practice in Australia from the establishment of the first colony there in 1788, to the present day. It will highlight, within an international context, how the focus of preparation moved through the following five interrelated and overlapping phases.

In the last decade in Australia teacher education has undergone numerous critical reviews, yet little on the teacher education front appears to have changed. Related to this, the teaching profession's struggles to cope with a changing world have been publicly documented and an increasing push for improved school outcomes from Australian governments, at both the state and federal level, appear as regular pieces in the national press. This forms a complex situation involving competing concerns, and raises questions concerning what to make of the situation and how to move teacher education forward in Australia. This book seeks to answer these questions by providing an evidence-based framework for investigating and directing teacher education practice into the future.

This report presents national standards and guidelines for initial teacher education in Australia. The report is the outcome of wide-ranging discussions conducted across Australia in 1996 as part of a collaborative project to develop standards and guidelines for initial teacher education. In 1997, the Advisory Committee completed a draft exposure of the report and released it to major stakeholder groups nationwide for feedback. The report presents a comprehensive array of qualities expected of new teachers. There are also program and organizational standards and guidelines. Part 1 of the report presents the National Standards and Guidelines for Initial Teacher Education in three sections. The first section outlines attributes of graduates considered necessary for effective beginning teaching and a successful teaching career. The two following sections indicate the normal expectations of institutions and their programs if they are to ensure the specified graduate standards. Part 2 of the report describes development and implementation of the National Standards and Guidelines. Part 3 of the report offers three appendixes with (1) organizations and individuals making written submissions, (2) organizations and individuals consulted, and (3) organizations that responded to the exposure draft of the standards and guidelines. (SM)

This is the foundational book for the new series, Teacher Education, Learning Innovation and Accountability. The book canvasses research, practice and policy perspectives in teacher education across diverse geographic, social and political contexts. It explores the lifespan of teacher development from initial preparation through to graduate classroom practice as it occurs in an intensifying culture of standards and regulation. The characterization of initial teacher education (ITE) in a crucible of change permeates throughout the book. The chapters open up new ways of thinking about innovation and accountability in ITE and the professionalization of teaching, exploring fundamental questions, such as “Who are the actors in teacher preparation and how do they interact? How can we learn about the quality of teacher education? Where can we hear the voices of teacher educators and preservice teachers, as well as school-based teacher educators? What are the new and emerging roles of others in teacher education who have not been involved previously, including employing authorities?” (p. 22). While the book provides responses to these and other provocative questions, it also offers new insights into innovative teacher education from a wide range of policy and practice contexts.

This book provides an evidentiary basis for policy decisions regarding initial teacher education and beginning teaching and informs the design and delivery of teacher preparation programs. Based on a rigorous analysis of international literature and the policy context for teacher education globally, and assessing data generated through a longitudinal study conducted in Australia, it investigates the effectiveness of teacher education in preparing teachers for the variety of school settings in which they begin their teaching careers. Over four years, the Studying the Effectiveness of Teacher Education (SETE) project tracked roughly 5,000 recently graduated teachers and 1,000 school principals in Australia to capture workforce data and gauge graduate teachers’ and principals’ perceptions of their initial teacher education programs. This book offers a synthesis of the research findings and uses the SETE as a catalyst for innovative theorization of the effectiveness of teacher education.