An analysis of current reform agendas in preservice teacher education in Queensland

Abstract

[Abstract]: This paper uses the work of Zeichner and Liston (1990) and Cochran-Smith (2002) to analyse current reform agendas in preservice teacher education in Queensland. In particular, it is argued that the dominance of teacher professionalism in Australia is driven by the outcomes question (Cochran-Smith 2002), and this has resulted in Zeichner and Liston's (1990) social efficiency tradition becoming the dominant reform tradition. It seems unlikely, however, that teacher professionalism with its underlying assumptions of social efficiency and measurable outcomes can incorporate fully the agendas of Zeichner and Liston's remaining traditions with their varying thoeretical and philosophical differences. This paper provides a conceptual framework to interrogate and critique these recent directions and to reconstruct future pathways for teacher education in Queensland.