References
- Adams, G. (2017). Using a narrative approach to illuminate teacher professional learning in an era of accountability. Teaching & Teacher Education, 67, 161–170.
- Adoniou, M., & Gallagher, M. (2017). Professional standards for teachers-what are they good for? Oxford Review of Education, 43(1), 109–126.
- Akiba, M., & LeTendre, G. (2017). Conceptualising teacher quality and policy in a global context. In M. Akiba & G. LeTendre (Eds.), International handbook of teacher quality and policy (1st ed.). (pp. 1–21). Milton: Taylor and Francis.
- Allard, A. C., Mayer, D., & Moss, J. (2014). Authentically assessing graduate teaching: Outside and beyond neo-liberal constructs. The Australian Educational Researcher, 41(4), 425–443.
- Anagnostopoulos, D., Lingard, B., & Sellar, S. (2016). Argumentation in educational policy disputes: Competing visions of quality and equity. Theory into Practice, 55(4), 342–351.
- Australian Bureau of Statistics. (2018). Schools, Australia, 2016. Retrieved from http://www.abs.gov.au/AUSSTATS/[email protected]/Lookup/4221.0Main+Features12016?OpenDocument.
- Australian Institute for Teaching and School Leadership. (2018). Accreditation of initial teacher education programs in Australia: Standards and procedures. Melbourne. Retrieved from https://www.aitsl.edu.au/docs/default-source/default-document-library/accreditation-of-initial-teacher-education-programs-in-australia_2018-_.pdf?sfvrsn=6ccf23c_2.
- Australian Institute for Teaching and School Leadership [AITSL]. (2011). Australian professional standards for teachers. Carlton: Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA).
- Australian Institute for Teaching and School Leadership [AITSL]. (2015). Accreditation of initial teacher education programs in Australia. Melbourne. Retrieved from http://www.aitsl.edu.au/docs/default-source/initial-teacher-education-resources/accreditation-of-ite-programs-in-australia.pdf.
- Ball, S. J. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215–228.
- Ball, S. J. (2012). Global education inc: New policy networks and the neo-liberal imaginary. London: Routledge.
- Bernstein, B. (2000). Pedagogy, symbolic control, and identity: Theory, research, critique (Revised ed.). Maryland: Rowman & Littlefield.
- Biesta, G. (2017). Education, measurement and the professions: Reclaiming a space for democratic professionality in education. Educational Philosophy and Theory, 49(4), 315–330.
- Birmingham, S. (2016). New report highlights importance of teacher education reform [Press release]. Retrieved from http://ministers.education.gov.au/birmingham/new-report-highlights-importance-teacher-education-reform.
- Bourke, T., Ryan, M., & Lloyd, M. (2016). The discursive positioning of graduating teachers in accreditation of teacher education programs. Teaching & Teacher Education, 53, 1–9.
- Bradbury, A., & Roberts-Holmes, G. (2017). Creating an Ofsted story: The role of early years assessment data in schools’ narratives of progress. British Journal of Sociology of Education, 38(7), 943–955.
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
- Buckingham, J. (2016). The case for education based on what works. The Australian. Retrieved from http://search.proquest.com.ezp01.library.qut.edu.au/docview/1816902038?pq-origsite=summon.
- Clarke, M. (2014). The sublime objects of education policy: Quality, equity and ideology. Discourse: Studies in the Cultural Politics of Education, 35(4), 584–598.
- Cochran-Smith, M. (2003). The unforgiving complexity of teaching: Avoiding simplicity in the age of accountability. Journal of Teacher Education, 54(1), 3–5.
- Cochran-Smith, M., Ell, F., Ludlow, L., Grudnoff, L., & Aitken, G. (2014). The challenge and promise of complexity theory for teacher education research. Teachers College Record, 116(5), 1.
- Darling-Hammond, L. (2016). Research on teaching and teacher education and its influences on policy and practice. Educational Researcher, 45(2), 83–91.
- Darling-Hammond, L., Burns, D., Campbell, C., Goodwin, A. L., Hammerness, K., Low, E. L., … Zeichner, K. (2017). Empowered educators: How high-performing systems shape teaching quality around the world. Somerset: Jossey Bass Ltd.
- Department of Education and Training [DET]. (2016). Quality schools, quality outcomes. Australian Government. Retrieved from https://docs.education.gov.au/system/files/doc/other/quality_schools_acc.pdf.
- Department of Education and Training [DET]. (2017). The teacher education miniserial advisory group. Retrieved from https://docs.education.gov.au/system/files/doc/other/action_now_classroom_ready_teachers_print.pdf.
- Department of Education and Training [DET]. (2018). Through growth to achievement: The report of the review to achieve educational excellence in Australian schools. Canberra: Commonwealth of Australia. Retrieved from https://docs.education.gov.au/system/files/doc/other/662684_tgta_accessible_final_0.pdf.
- Dinham, S. (2013). The quality teaching movement in Australia encounters difficult terrain: A personal perspective. Australian Journal of Education, 57(2), 91–106.
- Fenwick, T., & Edwards, R. (2016). Exploring the impact of digital technologies on professional responsibilities and education. European Educational Research Journal, 15(1), 117–131.
- Gee, J. P. (2011). Discourse analysis: What makes it critical?. In R. Rogers (Ed.), An introduction to critical discourse analysis in education (Vol. 2, pp. 23–45). New York, NY: Routledge.
- Gee, J. P. (2014). An introduction to discourse analysis: Theory and method (4th ed.). Florence: Routledge Ltd.
- Goldhaber, D., Krieg, J. M., & Theobald, R. (2017). Does the match matter? Exploring whether student teaching experiences affect teacher effectiveness. American Educational Research Journal, 54(2), 325–359.
- Gore, J., Barron, R. J., Holmes, K., & Smith, M. (2016). Who says we are not attracting the best and brightest? Teacher selection and the aspirations of Australian school students. The Australian Educational Researcher, 43(5), 527–549.
- Hardy, I. (2018). Governing teacher learning: Understanding teachers’ compliance with and critique of standardization. Journal of Education Policy, 33(1), 1–22.
- Henry, A. (2016). Conceptualizing teacher identity as a complex dynamic system. Journal of Teacher Education, 67(4), 291–305.
- Hiebert, J., & Stigler, J. W. (2017). Teaching versus teachers as a lever for change: Comparing a Japanese and a U.S. perspective on improving instruction. Educational Researcher, 46(4), 169–176.
- House of Representatives Standing Committee on Education and Vocational Training. (2007). Top of the class: Report on the inquiry into teacher education. Canberra: Commonwealth of Austraila.
- Howell, A. (2017). “Because then you could never ever get a job!”: Children’s constructions of NAPLAN as high-stakes. Journal of Education Policy, 32(5), 564–587.
- Keddie, A. (2016). Children of the market: Performativity, neoliberal responsibilisation and the construction of student identities. Oxford Review of Education, 42(1), 108–122.
- Lanas, M., & Kelchtermans, G. (2015). “This has more to do with who I am than with my skills” – Student teacher subjectification in Finnish teacher education. Teaching & Teacher Education, 47, 22–29.
- Louden, W. (2008). 101 Damnations: The persistence of criticism and the absence of evidence about teacher education in Australia. Teachers and Teaching, 14(4), 357–368.
- Loughland, T., & Ellis, N. (2016). A common language?: The use of teaching standards in the assessment of professional experience: Teacher education students’ perceptions. Australian Journal of Teacher Education (Online), 41(7), 56–69.
- Lunn Brownlee, J., Ferguson, L. E., & Ryan, M. (2017). Changing teachers’ epistemic cognition: A new conceptual framework for epistemic reflexivity. Educational Psychologist, 52(4), 242–252.
- Mansfield, C., Beltman, S., Weatherby-Fell, N., & Broadley, T. (2016). Classroom ready? Building resilience in teacher education. In R. Brandenburg, S. McDonough, J. Burke, & S. White (Eds.), Teacher education: Innovation, intervention and impact (pp. 211–229). Singapore: Springer.
- Mayer, D., Dixon, M., Kline, J., Kostogriz, A., Moss, J., Rowan, L., … White, S. (2017). Studying the effectiveness of teacher education: Early career teachers in diverse settings. Singapore: Springer.
- McLeod, J. (2017). Reframing responsibility in an era of responsibilisation: Education, feminist ethics. Discourse, 38(1), 43–56.
- Menter, I., Peters, M. A., & Cowie, B. (2017). A companion to research in teacher education. In M. A. Peters, B. Cowie, & I. Menter (Eds.), A companion to research in teacher education. (pp. 1–15). Singapore: Springer Singapore.
- Mockler, N. (2013). Teacher professional learning in a neoliberal age: Audit, professionalism and identity. Australian Journal of Teacher Education (Online), 38(10), 35–47.
- Netolicky, D. M. (2016). Rethinking professional learning for teachers and school leaders. Journal of Professional Capital and Community, 1(4), 270–285.
- Organisation for Economic Cooperation and Development [OECD]. (2005). Teachers matter: Attracting, developing and retaining effective teachers. Paris: OECD
- Ozga, J. (2013). Accountability as a policy technology: Accounting for education performance in Europe. International Review of Administrative Sciences, 79(2), 292–309.
- Ozga, J. (2016). Trust in numbers? Digital education governance and the inspection process. European Educational Research Journal, 15(1), 69–81.
- Parsons, S. A., Vaughn, M., Malloy, J. A., & Pierczynski, M. (2017). The development of teachers’ visions from preservice into their first years teaching: A longitudinal study. Teaching & Teacher Education, 64, 12–25.
- Peercy, M. M., & Troyan, F. J. (2017). Making transparent the challenges of developing a practice-based pedagogy of teacher education. Teaching & Teacher Education, 61, 26–36.
- Peters, M. A. (2017). From State responsibility for education and welfare to self-responsibilisation in the market. Discourse, 38(1), 138–145.
- Productivity Commission. (2012). Schools workforce. Canberra: Commonwealth of Australia.
- Queensland College of Teachers. (2018). Teaching performance assessment. Retrieved from https://www.qct.edu.au/teaching-in-queensland/teaching-performance-assessment.
- Rasmussen, J., & Rash-Christensen, A. (2015). How to improve the relationship between theory and practice in teacher education. Educational Research for Policy and Practice, 14(3), 213–230.
- Reeves, J. (2018). Teacher identity work in neoliberal schooling spaces. Teaching & Teacher Education, 72, 98–106.
- Rowan, L., Mayer, D., Kline, J., Kostogriz, A., & Walker-Gibbs, B. (2015). Investigating the effectiveness of teacher education for early career teachers in diverse settings: The longitudinal research we have to have. The Australian Educational Researcher, 42(3), 273–298.
- Ryan, M., & Bourke, T. (2016). Spatialised metaphors of practice: How teacher educators engage with professional standards for teachers. Critical Studies in Education, 1–20. doi:10.1080/17508487.2016.1185641.
- Sachs, J. (2016). Accountability, standards and activism: A challenge or opportunity for teacher education. In J. Chi-Kin Lee & C. Day (Eds.), Quality and change in teacher education: Western and Chinese perspectives (1st 2016 ed.). (Vol. 13, 251–262). Cham: Springer.
- Sadler, D. R. (1983). Evaluation and the improvement of academic learning. The Journal of Higher Education, 54(1), 60–79.
- Scholes, L., Lampert, J., Burnett, B., Comber, B. M., Hoff, L., & Ferguson, A. (2017). The politics of quality teacher discourses: Implications for pre-service teachers in high poverty schools. Australian Journal of Teacher Education, 42(4), 19–43.
- Sellar, S. (2015a). A feel for numbers: Affect, data and education policy. Critical Studies in Education, 56(1), 131–146.
- Sellar, S. (2015b). ‘Unleashing aspiration’: The concept of potential in education policy. Australian Educational Researcher, 42(2), 201.
- Selwyn, N. (2016). ‘There’s so much data’: Exploring the realities of data-based school governance. European Educational Research Journal, 15(1), 54–68.
- Singh, P. (2015). Performativity and pedagogising knowledge: Globalising educational policy formation, dissemination and enactment. Journal of Education Policy, 30(3), 363–384.
- Singh, P. (2017). Performativity, affectivity and pedagogic identities. European Educational Research Journal, 17(4), 1–18.
- Skourdoumbis, A. (2017). Teacher quality, teacher effectiveness and the diminishing returns of current education policy expressions. Journal for Critical Education Policy Studies, 15(1), 42–59.
- Smith, R. (2017). The emergence of the quanitified child. Discourse: Studies in the Cultural Politics of Education, 38(5), 701–712.
- Sutherland, L., Howard, S., & Markauskaite, L. (2010). Professional identity creation: Examining the development of beginning preservice teachers’ understanding of their work as teachers. Teaching & Teacher Education, 26(3), 455–465.
- Teacher Education Ministerial Advisory Group [TEMAG]. (2015). Action now: Classroom ready teachers. Retrieved from https://www.studentsfirst.gov.au/teacher-education-ministerial-advisory-group.
- Thompson, G., & Harbaugh, A. G. (2013). A preliminary analysis of teacher perceptions of the effects of NAPLAN on pedagogy and curriculum. The Australian Educational Researcher, 40(3), 299–314.
- Thompson, G., & Mockler, N. (2016). Principals of audit: Testing, data and ‘implicated advocacy’. Journal of Educational Administration and History, 48(1), 1–18.
- Tierney, W. G., & Almeida, D. J. (2017). Academic responsibility: Toward a cultural politics of integrity. Discourse, 38(1), 97–108.
- Torrance, H. (2017). Blaming the victim: Assessment, examinations, and the responsibilisation of students and teachers in neo-liberal governance. Discourse, 38(1), 83–96.
- Trombly, C. E. (2014). Schools and complexity. Complicity: an International Journal of Complexity in Education, 11(1), 40.
- Tuinamuana, K. (2011). Teacher professional standards, accountability and ideology: Alternative discourses. Australian Journal of Teacher Education, 36(12), 72–82.
- van Dijck, J. (2014). Datafication, dataism and dataveillance: Big data between scientific paradigm and ideology. Surveillance & Society, 12(2), 197.
- Vanassche, E., & Kelchtermans, G. (2014). Teacher educators’ professionalism in practice: Positioning theory and personal interpretative framework. Teaching and Teacher Education, 44, 117–127.
- White, B. (2011). Mapping your thesis: The comprehensive manual of theory and techniques for masters and doctoral research. Camberwell, Vic: ACER Press.