Professionalism and Teacher Education in Australia and England

Autor/inn/en	Mayer, Diane; Mills, Martin
Titel	Professionalism and Teacher Education in Australia and England
Quelle	In: European Journal of Teacher Education, 44 (2021) 1, S.45-61 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2020.1832987
Schlagwörter	Professionalism; Teacher Education; Standards; Accountability; Performance Based Assessment; Foreign Countries; Educational Policy; Teacher Educators; Pedagogical Content Knowledge; Teacher Evaluation; Research Skills; Teacher Researchers; Policy Analysis; Cross Cultural Studies; Australia; United Kingdom (England) + Suchen Sie Ihr Suchwort? Professionalität; Lehrerausbildung; Lehrerbildung; Standard; Verantwortung; Leistungsermittlung; Ausland; Politics of education; Bildungspolitik; Teacher education; Education; Pädagogische Kompetenz; Teacher appraisal; Lehrerbeurteilung; Forschungsleistung; Lehrerforschung; Politikfeldanalyse; Cultural comparison; Kulturvergleich; Australien
Abstract	In the past decade, notions of teacher professionalism have been associated with increased accountability, standards, performance assessments, and teacher testing, and impacted by alternative pathways into the profession that downplays professional education and foreground subject content knowledge expertise and opportunity to learn on the job. This paper examines the relationship between teacher professionalism and teacher education in Australia and England. It analyses the ways in which professionalism is constructed in teacher education policy and related directives in each country. We argue that professionalism in these countries is being (re)constructed through performance management, standards and increased accountability as managerial professionalism. Teacher education policies fail to acknowledge the importance of preparing research literate teachers and teacher-researchers. They also fail to capitalise on opportunities for teacher education research to inform evidence requirements for accountability purposes. In these ways, teacher education policies in Australia and England are de-professionalising teachers and teacher educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01