Disrupting Discourses and Reclaiming Public Teacher Education: A Provocation

Autor/in	Fitzgerald, Tanya
Titel	Disrupting Discourses and Reclaiming Public Teacher Education: A Provocation
Quelle	In: Asia-Pacific Journal of Teacher Education, 51 (2023) 1, S.5-14 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fitzgerald, Tanya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2022.2162849
Schlagwörter	Public School Teachers; Teacher Education; Foreign Countries; Conferences (Gatherings); Accountability; Educational Change; Educational Policy; Public Education; Australia + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Ausland; Verantwortung; Bildungsreform; Politics of education; Bildungspolitik; Öffentliche Erziehung; Australien
Abstract	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. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01