Australian teacher education: inside-out, outside-in, backwards and forwards?. Issue 5 (20th October 2017)

• Record Type: Journal Article
• Authors: Ling, Lorraine M.
• Is Part Of: European journal of teacher education. Volume 40:Issue 5(2017)
• Page Start: 561
• Page End: 571
• Publication Date: 2017-10-20
• Subjects: Teacher education -- teacher development -- teaching practice; Teachers -- Training of -- Europe -- Periodicals; 370.71094
• DOI: 10.1080/02619768.2017.1385599
• Languages: English
• ISSNs: 0261-9768

Abstract

Abstract: Teacher Education in Australia seems to be in a dynamic and constant cycle of review and change. Policy governing teacher education has also been eminently changeable and dynamic. To some extent this stems from three year terms for governments where a short term and expedient political view is taken. There has also been ongoing centre-periphery tension between the Commonwealth government and the State governments regarding regulation and accreditation of teacher education programmes with there now being regulatory bodies at both national (Australian Institute of Teaching and School Leadership – AITSL) and state levels. Despite all of this, teacher education is still the butt of ongoing criticism and investigation and is now more highly regulated than ever. Since teacher education occurs within a university context, with the exception of that which is offered through some private providers or some Technical and Further Education (TAFE) providers, it is also at the whim of government funding policies impacting universities generally.