426
Views
0
CrossRef citations to date
0
Altmetric
Research Article

How is impact defined in initial teacher education policy in Australia?

ORCID Icon & ORCID Icon
Pages 133-149 | Received 05 Aug 2022, Accepted 20 Aug 2022, Published online: 09 Nov 2022

References

  • Australian Children’s Education and Care Quality Authority (ACECQA). (2018). National Quality Standard.
  • Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). Australian Curriculum.
  • Australian Government. (2018). Education Services for Overseas Students Act 2000.
  • Australian Government. (2022). Next steps: Report of the Quality Initial Teacher Education Review.
  • Australian Institute for Teaching and School Leadership (AITSL). (2012a). Australian charter for the professional learning of teachers and school leaders: A shared responsibility and Commitment.
  • Australian Institute for Teaching and School Leadership (AITSL). (2012b). Australian professional standards for teachers.
  • Australian Institute for Teaching and School Leadership (AITSL). (2015). Accreditation of initial teacher education programs in Australia: Standards and procedures.
  • Ball, S. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215–228. https://doi.org/10.1080/0268093022000043065
  • Ball, S. J. (2021). Response: Policy? Policy research? How absurd? Critical Studies in Education, 62(3), 387–393. https://doi.org/10.1080/17508487.2021.1924214
  • Ball, S., Junemann, C., & Santori, D. (2017). Edu.net: Globalisation and education policy mobility. Routledge.
  • Barnes, M., & Cross, R. (2020). Teacher education policy to improve teacher quality: Substantive reform or just another hurdle? Teachers and Teaching, 26(3/4), 307–325. https://doi.org/10.1080/13540602.2020.1832061
  • Barnes, M., & Cross, R. (2021). ‘Quality‘ at a cost: The politics of teacher education policy in Australia. Critical Studies in Education, 62(4), 455–470. https://doi.org/10.1080/17508487.2018.1558410
  • Biesta, G. J. (2010). Why ‘what works’ still won’t work: From evidence-based education to value-based education. Studies in Philosophy and Education, 29(5), 491–503. https://doi.org/10.1007/s11217-010-9191-x
  • Biesta, G. J. (2015). What is education for? On good education, teacher judgement, and educational professionalism. European Journal of Education, 50(1), 75–87. https://doi.org/10.1111/ejed.12109
  • Bourke, T., & Lidstone, J. (2015). What is plan B? Using Foucault’s archaeology to enhance policy analysis. Discourse: Studies in Cultural Politics of Education, 36(6), 833–853. https://doi.org/10.1080/01596306.2014.903611
  • Bourke, T., Ryan, M., & Lloyd, M. (2016). The discursive positioning of graduating teachers in accreditation of teacher education programs. Teaching and Teacher Education, 53, 1–9. https://doi.org/10.1016/j.tate.2015.09.009
  • Boyd, D., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. (2008). Teacher preparation and student achievement: NBER working paper 14314. NBER. http://www.nber.org/papers/w14314
  • Brandenburg, R., McDonough, S., Burke, J., & White, S. (Eds.). (2016a). Teacher education: Innovation, intervention and impact. Springer.
  • Brandenburg, R., McDonough, S., Burke, J., & White, S. (2016b). Teacher education research and the policy reform agenda. In R. Brandenburg, S. McDonough, J. Burke, & S. White (Eds.), Teacher education: Innovation, intervention and impact (pp. 1–14). Springer.
  • Brett, P. D., Fitzallen, N., Kilpatrick, S., Morrison, C., Reynolds, B., Kertesz, J., Quentin-Baxter, M., & Mainsbridge, C. (2018). Learning the words: Supervising teachers and the language of impact in an initial teacher education programme. Australian Journal of Teacher Education, 43(8). https://doi.org/10.14221/ajte.2018v43n8.7
  • Cochran-Smith, M. (2008). The new teacher education in the United States: Directions forward. Teachers and Teaching: Theory and Practice, 14(4), 271–282. https://doi.org/10.1080/13540600802037678
  • Cochran-Smith, M. (2009). The new teacher education in the United States: Directions forward. In J. Furlong, M. Cochran-Smith, & M. Brennan (Eds.), Policy and politics in teacher education: International perspectives (pp. 9–20). Routledge.
  • Cochran-Smith, M., Carney, M. C., Keefe, E. S., Burton, S., Chang, W., Fernandez, M. B., Miller, A. F., Sanchez, J. G., & Baker, M. (2018). Reclaiming accountability in teacher education. Teachers College Press.
  • Cochran-Smith, M., Piazza, P., & Power, C. (2013). The politics of accountability: Assessing teacher education in the United States. The Educational Forum, 77(1), 6–27. https://doi.org/10.1080/00131725.2013.739015
  • Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. Jossey-Bass.
  • Darling-Hammond, L. (2013). Developing and sustaining a high-quality teaching force. Asia Society.
  • Department of Education and Training. (2009). Belonging, being and becoming: The Early Years Learning Framework for Australia. EYLF). Australian Government.
  • Diez, M. E. (2010). It is complicated: Unpacking the flow of teacher education’s impact on student learning. Journal of Teacher Education, 61(5), 441–450. https://doi.org/10.1177/0022487110372927
  • Ellis, V., & McNicholl, J. (2015). Transforming teacher education: Reconfiguring academic work. Bloomsbury.
  • Ell, F., Simpson, A., Mayer, D., McLean Davis, L., Clinton, J., & Dawson, G. (2019). Conceptualising the impact of Initial Teacher Education. Australian Educational Researcher, 46(1), 177–200. https://doi.org/10.1007/s13384-018-0294-7
  • Foucault, M. 1972. The archaeology of knowledge. A. M. S. Smith, Trans. Foucault, M.
  • Gale, T. (1999). Policy trajectories: Treading the discursive path of policy analysis. Discourse: Studies in the Cultural Politics of Education, 20(3), 393–407. https://doi.org/10.1080/0159630990200304
  • Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
  • Hattie, J. (2012). Visible learning: Maximizing impact on learning. Routledge.
  • Hattie, J. (2015). The applicability of visible learning to higher education. Scholarship of Teaching and Learning in Psychology, 1(1), 79–91. https://doi.org/10.1037/stl0000021
  • Kertesz, J. L., & Brett, P. (2020). Defining and designing impact consciousness in teacher education. Teaching Education, 31(4), 363–380. https://doi.org/10.1080/10476210.2019.1583728
  • Lingard, B. (2021). Multiple temporalities in critical policy sociology in education. Critical Studies in Education, 62(3), 338–353. https://doi.org/10.1080/17508487.2021.1895856
  • Lingard, B., Creagh, S., & Vass, G. (2013). Education policy as numbers. Data categories and two Australian cases of misrecognition. Journal of Education Policy, 27(3), 315–333. https://doi.org/10.1080/02680939.2011.605476
  • Loughran, J. (2016). Teaching and teacher education: The need to go beyond rhetoric. In R. Brandenburg, S. McDonough, J. Burke, & S. White (Eds.), Teacher education: Innovation, intervention and impact (pp. 253–264). Springer.
  • McKenzie, M., Lewis, S., & Gulson, K. N. (2021). Response: Matters of (im)mobility: Beyond fast conceptual and methodological readings in policy sociology. Critical Studies in Education, 62(3), 394–410. https://doi.org/10.1080/17508487.2021.1942942
  • Mockler, N. (2020). Discourses of teacher quality in the Australian print media 2014–2017: A corpus assisted analysis. Discourse: Studies in the Cultural Politics of Education, 41(6), 854–870. https://doi.org/10.1080/01596306.2018.1553849
  • New South Wales Department of Education and Training. (2013). Great teaching, inspired learning: A blueprint for action. NSW Government. https://educationstandards.nsw.edu.au/wps/portal/nesa/about/initiatives/great-teaching-inspired-learning
  • New South Wales Government. (2004). Institute of Teachers Act 2004 No 65. NSW Government. https://legislation.nsw.gov.au/inforce/4332a744-2242-ecb3-9377-bcc808b31c97/2004-65.pdf
  • Nuttall, J., Kostogriz, A., Jones, M., & Martin, J. (Eds.). (2017). Teacher education policy and practice: Evidence of impact, impact of evidence. Springer.
  • Ozga, J. (2016). Trust in numbers? Digital education governance and the inspection process. European Educational Research Journal, 15(1), 69–81. https://doi.org/10.1177/1474904115616629
  • Ozga, J., Dahler-Larsen, P., Segerholm, C., & Simola, H. (Eds.). (2011). Fabricating quality in education: Data and governance in Europe. Routledge.
  • Rowe, E., & Skourdoumbis, A. (2018). Calling for ‘urgent national action to improve the quality of initial teacher education’: The reification of evidence and accountability in reform agendas. Journal of Education Policy, 34(1), 44–60. https://doi.org/10.1080/02680939.2017.1410577
  • Ryan, M., Bourke, T., Lane, R., O’Brien, P. C., & L’Estrange, L. (2022). Impact in education: A discourse analysis of interpretations and negotiations across the field. Teaching Education, 33(1), 27–41. https://doi.org/10.1080/10476210.2020.1801621
  • Savage, G. C. (2021). The quest for revolution in Australian schooling policy. Routledge.
  • Savage, G. C., & Lewis, S. (2018). The phantom national? Assembling national teaching standards in Australia’s federal system. Journal of Education Policy, 33(1), 118–142. https://doi.org/10.1080/02680939.2017.1325518
  • Shahjahan, R. A. (2011). Decolonizing the evidence-based education and policy movement: Revealing the colonial vestiges in educational policy, research, and neoliberal reform. Journal of Education Policy, 26(2), 181–206. https://doi.org/10.1080/02680939.2010.508176
  • Simpson, A. (2017). The misdirection of public policy: Comparing and combining standardised effect sizes. Journal of Education Policy, 32(4), 450–466. https://doi.org/10.1080/02680939.2017.1280183
  • Slavin, R. E. (2002). Evidence-based education policies: Transforming educational practice and research. Educational Researcher, 31(7), 15–21. https://doi.org/10.3102/0013189X031007015
  • Sleeter, C. (2014). Towards teacher education that informs policy. Educational Researcher, 43(3), 146–153. https://doi.org/10.3102/0013189X14528752
  • Steadman, S., & Ellis, V. (2021). Teaching quality, social mobility and ‘opportunity’ in England: The case of the teaching and leadership innovation fund. European Journal of Teacher Education, 44(3), 399–414. https://doi.org/10.1080/02619768.2021.1901078
  • Tatto, M. (2013). The role of research in international policy and practice in teacher education. BERA/RSA.
  • Teacher Education Ministerial Advisory Group (TEMAG). (2014). Action now: Classroom ready teachers. https://www.aitsl.edu.au/tools-resources/resource/action-now-classroom-ready-teachers
  • Tertiary Education Quality and Standards Agency (TEQSA). (2015). Higher Education Standards Framework (Threshold Standards) 2015.
  • von Hippel, P., & Bellows, L. (2018). Rating teacher-preparation programs: Can value-added make useful distinctions? Education Next, 18(3), 34–41.
  • Wasburn-Moses, L., Noltemeyer, A. L., & Schmitz, K. (2015). Initial results of a new clinical practice model: Impact on learners at risk. The Teacher Educator, 50, 203–214. https://doi.org/10.1080/08878730.2015.1041313
  • Zeichner, K. (2020). Preparing teachers as democratic professionals. Action in Teacher Education, 42(1), 38–48.
  • Zeichner, K., & Sandoval, C. P. (2013). Venture philanthropy and teacher education policy in the US: The role of the New Schools Venture Fund [ Paper presentation]. Annual meeting of the American Educational Research Association, San Francisco, USA: American Educational Research Association.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.