Framing Teacher Quality in the Australian Media: The Circulation of Key Political Messages?

Autor/in	Barnes, Melissa
Titel	Framing Teacher Quality in the Australian Media: The Circulation of Key Political Messages?
Quelle	In: Educational Review, 74 (2022) 7, S.1305-1321 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barnes, Melissa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2021.1907317
Schlagwörter	Foreign Countries; Teacher Effectiveness; News Reporting; Political Influences; Educational Policy; Mass Media Effects; Educational Change; Teacher Education Programs; Admission Criteria; Graduation Requirements; Discourse Analysis; Elementary Secondary Education; Periodicals; Instructional Leadership; Achievement Tests; Scores; Educational Quality; Australia + Suchen Sie Ihr Suchwort? Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; News report; Reportage; Political influence; Politischer Einfluss; Politics of education; Bildungspolitik; Bildungsreform; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Abschlussordnung; Diskursanalyse; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Instruction; Leadership; Bildung; Erziehung; Führung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Quality of education; Bildungsqualität; Australien
Abstract	Mass media provides a public space for its readers to enter the discussion on education, as they consume and interpret key messages, which are often shaped by key educational policies. With a suite of recent teacher education reform measures in Australia aimed at solving the "problem" with teacher quality, a conceptual map for conducting a media framing analysis is proposed and utilised to examine how teacher quality is portrayed in the media. This study found that the media portrays education, and teacher quality more specifically, in Australia through a lens of crisis and decline, with national policies being positioned as the solution. National policies which focus on more rigorous entry and exit requirements for teacher candidates, or a discourse of "inputs," are offered as the solution to the education crisis in Australia. With the inherent power that media holds in proffering particular policies and/or viewpoints, this paper argues for the need to employ five analytic devices -- event, format, voice, problem and solution -- to understand how teacher quality is portrayed in the media. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01