Literaturnachweis - Detailanzeige
| Autor/inn/en | Bourke, Theresa; Ryan, Mary |
|---|---|
| Titel | How Is Impact Defined in Initial Teacher Education Policy in Australia? |
| Quelle | In: Teachers and Teaching: Theory and Practice, 29 (2023) 2, S.133-149 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Bourke, Theresa) ORCID (Ryan, Mary) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1354-0602 |
| DOI | 10.1080/13540602.2022.2144824 |
| Schlagwörter | Foreign Countries; Preservice Teacher Education; Educational Policy; Accountability; Discourse Analysis; Holistic Approach; Accreditation (Institutions); Policy Analysis; Australia |
| Abstract | In Australia and globally, there is a push for accountability systems that focus on impact on student learning as an indicator of teacher quality. Therefore, how the impact is defined in Australian policy documents in teacher education must be made clear before it can be enacted in practice. This study uses Foucauldian archaeology and associated discourse analysis techniques to trace impact through three Australian policy documents. Findings reveal that the evidence base for prioritising impact in the recent lexicon of Australian initial teacher education (ITE) policy is based on specific and shifting ways of thinking around the concept, with only certain voices being heard in the debate. The authors recommend ways for thinking about impact more holistically and using broader sensibilities. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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