Australian teacher educators responding to policy discourses of quality

Larsen, Ellen ORCID: https://orcid.org/0000-0002-4293-2485 and Mockler, Nicole (2021) Australian teacher educators responding to policy discourses of quality. Educational Review. pp. 1-21. ISSN 0013-1911


Abstract

Political appetite for neoliberal education policy has problematised teacher education in a number of countries, including Australia, the US and England. In Australia, dominant policy discourses of quality normalise the regulation and standardisation of teacher education and position teacher educators within a deficit model of education reform. Such positioning has been shown to have a deleterious impact on professional status, dismantling complex conceptualisations of teacher educators’ work. Framed by key tenets of positioning theory and conceptualisations of policy enactment, this study investigated, using online semi-structured interviews, the ways in which 16 teacher educators in one Australian university positioned policy as 'other', and the ways in which they felt they could or should respond. It found that teacher educators position policy, and engage in the policy process, in complex and varied ways. While many positioned policy as an intruder, with the potential to do harm to the profession, others had made choices that positioned policy as a tool for innovative imagining for programme renewal. Findings also highlight the potential appetite for collaborative positioning between policy makers and teacher educators as partners. These findings have significant implications for future approaches to re-shaping the teacher education policy space both in Australia and beyond.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 02 Feb 2022 23:10
Last Modified: 07 Feb 2022 04:40
Uncontrolled Keywords: Teacher educator; positioning; discourse; quality; standards; education policy
Fields of Research (2008): 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1301 Education Systems > 130103 Higher Education
13 Education > 1303 Specialist Studies in Education > 130304 Educational Administration, Management and Leadership
Fields of Research (2020): 39 EDUCATION > 3903 Education systems > 390307 Teacher education and professional development of educators
39 EDUCATION > 3903 Education systems > 390305 Professional education and training
39 EDUCATION > 3903 Education systems > 390303 Higher education
Socio-Economic Objectives (2008): E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
C Society > 93 Education and Training > 9304 School/Institution > 930401 Management and Leadership of Schools/Institutions
C Society > 93 Education and Training > 9304 School/Institution > 930403 School/Institution Policies and Development
Socio-Economic Objectives (2020): 16 EDUCATION AND TRAINING > 1602 Schools and learning environments > 160204 Management, resources and leadership
16 EDUCATION AND TRAINING > 1602 Schools and learning environments > 160205 Policies and development
28 EXPANDING KNOWLEDGE > 2801 Expanding knowledge > 280109 Expanding knowledge in education
Identification Number or DOI: https://doi.org/10.1080/00131911.2021.2007056
URI: http://eprints.usq.edu.au/id/eprint/45711

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