Fully Professionalised Teacher Education: An Australian study in persistence

Abstract

The article proposes that the proper status for teacher education, both historically and in terms of its research‐demonstrated importance, is one of full professionalism alongside other professional training regimes in universities. It proposes furthermore that the many reviews and reports of the past quarter‐century have been attempting to move the field in this direction. It has been the failure of governments, policy makers and other stakeholders to grasp this agenda that has left teacher education exposed to ongoing criticism for its perceived status and lack of effect. The article argues that, in spite of this failure professionalism has been achieved, evidenced by the demand for university places in teacher education and the international demand for its graduates. The article concludes with a case study that illustrates the long‐term benefits of a fully‐professionalized, university‐based program over and against the populism around notions of apprenticeship.