The Quality Teaching Movement in Australia Encounters Difficult Terrain: A Personal Perspective

Autor/in	Dinham, Stephen
Titel	The Quality Teaching Movement in Australia Encounters Difficult Terrain: A Personal Perspective
Quelle	In: Australian Journal of Education, 57 (2013) 2, S.91-106 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944113485840
Schlagwörter	Educational Quality; Academic Achievement; Teacher Effectiveness; Educational Improvement; Foreign Countries; International Assessment; Teacher Education Programs; Criticism; Teacher Attitudes; Educational Policy; Standards; Teacher Evaluation; Elementary Secondary Education; Kindergarten; Literacy; National Competency Tests; Numeracy; Achievement Tests; Secondary School Students; Socioeconomic Status; Achievement Gap; Comparative Education; Mathematics Tests; Mathematics Achievement; Science Achievement; Science Tests; Australia; National Assessment Program Literacy and Numeracy; Program for International Student Assessment; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Schulleistung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching improvement; Unterrichtsentwicklung; Ausland; Kritik; Lehrerverhalten; Politics of education; Bildungspolitik; Standard; Teacher appraisal; Lehrerbeurteilung; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Socio-economic status; Sozioökonomischer Status; Vergleichende Erziehungswissenschaft; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Australien
Abstract	There has been a major and growing international focus on improving the quality of teaching for decades. In Australia, there have been numerous key national initiatives introduced since 2007 with the aim of improving school, teacher and student performance. These include national testing and reporting of student achievement, national professional standards for teachers, a national curriculum, national accreditation of teacher education courses and a national framework for teacher development and performance. However, there are growing concerns over Australia's performance on international measures of student achievement and growing criticism of teacher education, teachers and schools from various sectors. Educators themselves, however, have largely been silent. Various simplistic solutions to the perceived problem of teacher quality have been promulgated, yet these have not been successful elsewhere. The paper calls for educators to find their voices in this current debate and to argue from a position of evidence to counter the misinformed and misguided views that currently predominate and influence government policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01