101 Damnations: The Persistence of Criticism and the Absence of Evidence about Teacher Education in Australia

Autor/in	Louden, William
Titel	101 Damnations: The Persistence of Criticism and the Absence of Evidence about Teacher Education in Australia
Quelle	In: Teachers and Teaching: Theory and Practice, 14 (2008) 4, S.357-368 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
Schlagwörter	Preservice Teacher Education; Foreign Countries; Government School Relationship; Financial Support; Evidence; Research; Reputation; Federal Regulation; Australia + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Ausland; Finanzielle Förderung; Evidenz; Forschung; Bundeskompetenz; Australien
Abstract	There have been 101 government inquiries of one sort or another into Australian teacher education since 1979. Most have presumed or documented concerns about the performance of teacher education. There has, however, been surprisingly little impact from the reports of these many inquiries. They have not--so far--increased the relatively low level of consequential regulation on Australian teacher education; nor have they arrested the long run of declining government funding. This paper argues that in the absence of compelling evidence of differential effects of well- or poorly-organised programmes, or well- or poorly-funded programmes, there is no likely end to the stream of reports and no reasonable hope of restoration of adequate funding. Compelling evidence, the paper argues, would need to disaggregate the impact of student intake, teacher education programme and school context characteristics on subsequent teacher performance and student achievement. (Contains 1 figure and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10