Quality’ at a cost
The politics of teacher education policy in Australia
Bibliographic Data
| ID | 12905780 |
|---|---|
| Authors | Melissa Marie Barnes (0000-0003-3090-2585, Australian Regenerative Medicine Institute, corresponding author), Russell Cross (0000-0003-1424-560X, The University of Melbourne) |
| Year | 2018 |
| Volume | 62 |
| Issue | 4 |
| Pages | 455-470 |
| Publication date | 2018-12-22 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Critical Studies in Education (JOURNAL) |
| Journal identifiers | ISSN: 1750-8487 • E-ISSN: 1750-8495 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/17508487.2018.1558410 |
| OpenAlex | W2906308344 |
| Language | EN |
| Citations received | 22 |
| References cited | 45 |
Amid this global landscape for education and policy, this paper focuses on the subject of teacher quality through the lens of teacher education reform and one particular Australian policy initiative: The Literacy and Numeracy Test for Initial Teacher Education (LANTITE). Introduced by the federal Australian government in 2016 as a gate-keeping mechanism for students entering teacher education, we apply a four-dimensional framework to analyse LANTITE’s role as a reform measure aimed at improving teacher education, and its impact on shaping understandings of ‘teacher quality’ and ‘quality teacher education’ in relation to the broader field
Economics · Education policy · Education reform · Government (linguistics · Higher education · Literacy · Numeracy · Pedagogy · Political science · Politics · Primary education · Quality (philosophy · Sociology · Subject (documents · Teacher education · Teacher Quality · Education Systems and Policy · Global Educational Policies and Reforms · Law · Public Administration · Teacher Education and Leadership Studies
Initial Teacher Education and the Emotional Geography of Languages
Disrupting discourses and reclaiming public teacher education
Teacher effectiveness in Asian higher education contexts
Becoming a critical pedagogue in initial teacher education
How is impact defined in initial teacher education policy in Australia
Constructions of quality
Teacher education policy to improve teacher quality
Fresh evidence on the relationship between years of experience and teaching quality
A critique of ‘Strong Beginnings’ initial teacher education reforms
Do disadvantaged schools have poorer teachers? Rethinking assumptions about the relationship between teaching quality and school-level advantage
Questions of ‘teacher quality’
Policy makers as experts and teachers in need of reform
Teacher expectations and equity groups
Not part of the teacher education reform
Framing teacher quality in the Australian media
An Irish perspective on initial teacher education
Policy actors or objects of policy? Teacher candidates' interpretations of ‘teacher quality’ policy initiatives in Australia
Survival mode
Reclaiming relationality in education policy
Democracy and teachers
Tick boxes are just tick boxes
Australia's policy discourse of culturally and linguistically diverse teachers
Reforming education and changing schools
The Rise and Fall of the Neo‐liberal University
The Politics of Accountability
Reflections on Foucauldian discourse analysis in planning and environmental policy research
Creating Difference
Null
Assessment for learning in the accountability era
Policy Sociology and Critical Social Research
Policy borrowing, policy learning
Next thing you know, her hair turned green’
Neoliberalism and education
The discursive positioning of graduating teachers in accreditation of teacher education programs
Education quality, and teaching and learning in the post-2015 education agenda
National agendas in global times
Calling for ‘urgent national action to improve the quality of initial teacher education’
Journal of education policy – 1985–2020
Researching educational policy and change in ‘new times’
Early career teachers in Australia
Neoliberalism, higher education and the knowledge economy
Counting and comparing school performance
Teacher accountability in Australia
Can Value Added Add Value to Teacher Evaluation
Race, Gender, and Teacher Testing
The neoliberal cascade and education
Quantifying citizens
Evaluating Prospective Teachers
Possible Tradeoffs in Raising Basic Skills Cutoff Scores for Teacher Licensure
Teachers' work and pedagogy in an era of accountability
What Is Policy? Texts, Trajectories and Toolboxes
The Trouble with Our Schools
Neoliberalism as a political rationality
Neoliberalism, New Public Management and the human service professions
The marketization of multiculturalism
| Unique citing works | 22 |
|---|---|
| Citations per year | 3.67 |
| Citation span | 2020 - 2025 (6) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 22 |