Studying the Effectiveness of Teacher Education, 2017
As discussed in Chap. 4, research on preparing teachers for varied and diverse classroom settings... more As discussed in Chap. 4, research on preparing teachers for varied and diverse classroom settings has increased over recent decades. This research focus has developed, at least in part, to address a particular critique of teacher education preparation and adequate staffing of schools. Aubusson and Schuck (Teacher Development 17(3), 322–333, 2013) note that one of the issues with this critique is that ‘there appears to be a shortage of quality teachers who are able to teach in diverse and challenging environments’ (p. 323).
Studying the Effectiveness of Teacher Education, 2017
While there is a well-rehearsed international literature that points to the difficulties, many gr... more While there is a well-rehearsed international literature that points to the difficulties, many graduates face upon entering the profession, and the impact of external forces such as stakeholders’ perceptions of the role of teachers in the context of education reform, the SETE project uniquely frames an Australian evidence base of perceptions of the effectiveness and preparedness of graduate teachers. The evidence that was gathered for the first key research question affirms that teacher education is a complex and multifaceted endeavour.
Studying the Effectiveness of Teacher Education, 2017
In many countries, government concerns about global economic competitiveness are driving large-sc... more In many countries, government concerns about global economic competitiveness are driving large-scale reforms agendas designed to address perceived problems of teacher quality and the effectiveness of teacher education, both of which, it is argued, are critical to understanding and addressing falling economic competitiveness. The situation is often ‘imagined’ as needing neoliberal policies incorporating greater deregulation and market competition.
Teachers consistently identify working with “diverse learners” as challenging. This raises questi... more Teachers consistently identify working with “diverse learners” as challenging. This raises questions about how teacher educators conceptualize and enact preparation of teachers for heterogeneous populations. This article provides a systematic review of literature relating to both “teacher education” and “diverse learners,” to identify knowledge claims regarding the way this “problem” and possible “solutions” should be framed. Analyzing 209 peer-reviewed journal articles (2009–2019), the article identifies groups most frequently described as diverse, three qualitatively different clusters of claims regarding how teachers can be prepared for diversity, and factors identified as constraining preparation. Analysis reveals a literature broad in focus—referencing many groups—but shallow in depth. The majority describe strategies for teaching about or catering to diversity with only few considering teaching for diversity. There is also limited engagement with specialist literature relating...
Studying the Effectiveness of Teacher Education, 2017
The relationship between the quality of teacher education and the employability and retention of ... more The relationship between the quality of teacher education and the employability and retention of graduate teachers in schools has received increased attention from policymakers and researchers in the current context of educational reforms (Barber and Mourshed in Shaping the future: how good education systems can become great in the decade ahead. McKinsey and Company, Singapore, 2009; Bransford et al. in Preparing teachers for a changing world: what teachers should learn and be able to do. Wiley, San Francisco, 2005; TEMAG in Action now: classroom ready teachers. Australian Government, Canberra, 2014).
Studying the Effectiveness of Teacher Education, 2017
As discussed in Chap. 4, research on preparing teachers for varied and diverse classroom settings... more As discussed in Chap. 4, research on preparing teachers for varied and diverse classroom settings has increased over recent decades. This research focus has developed, at least in part, to address a particular critique of teacher education preparation and adequate staffing of schools. Aubusson and Schuck (Teacher Development 17(3), 322–333, 2013) note that one of the issues with this critique is that ‘there appears to be a shortage of quality teachers who are able to teach in diverse and challenging environments’ (p. 323).
Studying the Effectiveness of Teacher Education, 2017
While there is a well-rehearsed international literature that points to the difficulties, many gr... more While there is a well-rehearsed international literature that points to the difficulties, many graduates face upon entering the profession, and the impact of external forces such as stakeholders’ perceptions of the role of teachers in the context of education reform, the SETE project uniquely frames an Australian evidence base of perceptions of the effectiveness and preparedness of graduate teachers. The evidence that was gathered for the first key research question affirms that teacher education is a complex and multifaceted endeavour.
Studying the Effectiveness of Teacher Education, 2017
In many countries, government concerns about global economic competitiveness are driving large-sc... more In many countries, government concerns about global economic competitiveness are driving large-scale reforms agendas designed to address perceived problems of teacher quality and the effectiveness of teacher education, both of which, it is argued, are critical to understanding and addressing falling economic competitiveness. The situation is often ‘imagined’ as needing neoliberal policies incorporating greater deregulation and market competition.
Teachers consistently identify working with “diverse learners” as challenging. This raises questi... more Teachers consistently identify working with “diverse learners” as challenging. This raises questions about how teacher educators conceptualize and enact preparation of teachers for heterogeneous populations. This article provides a systematic review of literature relating to both “teacher education” and “diverse learners,” to identify knowledge claims regarding the way this “problem” and possible “solutions” should be framed. Analyzing 209 peer-reviewed journal articles (2009–2019), the article identifies groups most frequently described as diverse, three qualitatively different clusters of claims regarding how teachers can be prepared for diversity, and factors identified as constraining preparation. Analysis reveals a literature broad in focus—referencing many groups—but shallow in depth. The majority describe strategies for teaching about or catering to diversity with only few considering teaching for diversity. There is also limited engagement with specialist literature relating...
Studying the Effectiveness of Teacher Education, 2017
The relationship between the quality of teacher education and the employability and retention of ... more The relationship between the quality of teacher education and the employability and retention of graduate teachers in schools has received increased attention from policymakers and researchers in the current context of educational reforms (Barber and Mourshed in Shaping the future: how good education systems can become great in the decade ahead. McKinsey and Company, Singapore, 2009; Bransford et al. in Preparing teachers for a changing world: what teachers should learn and be able to do. Wiley, San Francisco, 2005; TEMAG in Action now: classroom ready teachers. Australian Government, Canberra, 2014).
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