Conceptualising the Impact of Initial Teacher Education

Autor/inn/en	Ell, Fiona; Simpson, Alyson; Mayer, Diane; McLean Davies, Larissa; Clinton, Janet; Dawson, Georgia
Titel	Conceptualising the Impact of Initial Teacher Education
Quelle	In: Australian Educational Researcher, 46 (2019) 1, S.177-200 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ell, Fiona)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-018-0294-7
Schlagwörter	Outcomes of Education; Preservice Teacher Education; Systems Approach; Educational Practices; Stakeholders; Program Effectiveness + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Lehramtsstudiengang; Lehrerausbildung; Systemischer Ansatz; Bildungspraxis
Abstract	In the current context, where global comparative education testing plays an increasing role in education policy and teacher quality is identified as a key to economic performance, initial teacher education has become a focus of concern and reform. Questions are asked about the impact of university-based teacher preparation, and 'alternate routes' into teaching emerge. Currently, in Anglophone countries, there is a turn towards practice and away from preparation that is seen as overly theoretical. In this paper, we propose a conceptual model of initial teacher education impact that examines the breadth of ways in which university-based teacher education impacts on the education system, positioning initial teacher education as more than just a source of newly qualified teachers. Using a complexity thinking framework, this paper offers a nuanced way to conceptualise initial teacher education impact that acknowledges the integrated nature of the education system and the way in which all stakeholders work together to improve student learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01