Disrupting discourses and reclaiming public teacher education

A provocation

Bibliographic Data

ID21694691
AuthorsTanya Fitzgerald (0000-0001-6275-0964, The University of Western Australia, corresponding author)
Year2023
Volume51
Issue1
Pages5-14
Publication date2023-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueAsia-Pacific Journal of Teacher Education (JOURNAL)
Journal identifiersISSN: 1359-866X • E-ISSN: 1469-2945
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/1359866x.2022.2162849
OpenAlexW4313528295
LanguageEN
Citations received3
References cited15

In this article, in which I draw on a keynote address to the 2022 Australian Teacher Education Association conference, I take up the challenge to provoke conversations about and advocate for public teacher education. I call for a disruption to accountability discourses that locate teaching and teacher education as a contemporary public policy problem that presuppose regimes of accreditation and compliance will address perceived issues. This article offers a counterpoint to these debates and shifts attention to the critical role of teacher educators and the importance of reclaiming public teacher education

Accountability · Accreditation · Counterpoint · Pedagogy · Political science · Public education · Public relations · Sociology · Teacher education · Global Education and Multiculturalism · Global Educational Policies and Reforms · Law · Psychology · Public Administration · Social Psychology · Teacher Education and Leadership Studies

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