Investigating the effectiveness of teacher education for early career teachers in diverse settings : The longitudinal research we have to have

Journal article


Rowan, Leonie, Mayer, Diane, Kline, Jodie, Kostogriz, Alexander and Walker-Gibbs, Bernadette. (2015). Investigating the effectiveness of teacher education for early career teachers in diverse settings : The longitudinal research we have to have. The Australian Educational Researcher (print). 42(3), pp. 273 - 298. https://doi.org/10.1007/s13384-014-0163-y
AuthorsRowan, Leonie, Mayer, Diane, Kline, Jodie, Kostogriz, Alexander and Walker-Gibbs, Bernadette
Abstract

There have been more than 100 reports focusing on the effectiveness of teacher education in Australia over the last 35 years with many positioning teacher education as flawed and in need of reform. These frequent criticisms have drawn attention to the difficulty teacher educators can experience when trying to interrupt or contest this representation: a situation not unique to Australia. In the United States, for example, Pam Grossman has suggested that those in teacher education “seem ill prepared to respond to critics who question the value of professional education for teachers with evidence of our effectiveness” (Grossman in J Teach Educ 59(1):10–23, 2008). A key question facing teacher educators, therefore, concerns the kinds of research that will most effectively allow us to lead debates about teacher preparation. This paper outlines an approach to the conceptualization and conduct of research into the effectiveness of teacher education that seeks to move debates in new directions. Drawing upon the theoretical resources of Soja (Thirdspace: journeys to Los Angeles and other real-and-imagined places, 1996) and Lefebre (The production of space, 1991) we outline the ways in which a spatial approach to conceptualizing teacher education influenced the design and conduct of a large scale, longitudinal project that investigated the question of the effectiveness of teacher education in Australia. In exploring the design features of this ARC linkage grant the paper demonstrates how research changes when teacher education is conceptualised from a spatial point of view and illustrates the ways in which consideration of the conceived, perceived and lived spaces of teacher education can move research about effectiveness into new directions.

Year2015
JournalThe Australian Educational Researcher (print)
Journal citation42 (3), pp. 273 - 298
ISSN0311-6999
Digital Object Identifier (DOI)https://doi.org/10.1007/s13384-014-0163-y
Page range273 - 298
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Permalink -

https://acuresearchbank.acu.edu.au/item/88607/investigating-the-effectiveness-of-teacher-education-for-early-career-teachers-in-diverse-settings-the-longitudinal-research-we-have-to-have

Restricted files

Publisher's version

  • 99
    total views
  • 0
    total downloads
  • 4
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

The influence of chronotopes on pre-service teachers’ professional becoming in a school–university partnership
Gutierrez, Amanda and Kostogriz, Alex. (2021). The influence of chronotopes on pre-service teachers’ professional becoming in a school–university partnership. Teachers and Teaching. 26(5-6), pp. 475-489. https://doi.org/10.1080/13540602.2021.1873761
Advancing partnership research: A spatial analysis of a jointly planned teacher education partnership
Ryan, Josephine Mary, Butler, Helen, Kostogriz, Alexander and Nailer, Sarah. (2016). Advancing partnership research: A spatial analysis of a jointly planned teacher education partnership. In In R. Brandenburg, S. McDonough and J. Burke & S. White (Ed.). Teacher education: Innovation, intervention and impact pp. 175 - 191 Springer Science and Business Media. https://doi.org/10.1007/978-981-10-0785-9_11
An everyday life perspective on the institutional and cultural identities of Chinese students in Australia
Ai, Bin and Kostogriz, Alexander. (2015). An everyday life perspective on the institutional and cultural identities of Chinese students in Australia. In In A. Ata and A. Kostogriz (Ed.). pp. 13 - 27 Australian Academic Press.
Towards a pedagogy of experiential thirding in language education
Welsh, Alistair and Kostogriz, Alexander. (2015). Towards a pedagogy of experiential thirding in language education. In In A. Ata and A. Kostogriz (Ed.). pp. 105 - 120 Australian Academic Press.
Professional standards and ethics in teaching Asia literacy
Kostogriz, Alexander. (2015). Professional standards and ethics in teaching Asia literacy. In In C. Halse (Ed.). Asia literate schooling in the Asian century pp. 103 - 116 Routledge.
Multiculturalism, schooling and Muslims in Australia: From orientation to a possibility of hospitable education
Preger, Margaret and Kostogriz, Alexander. (2014). Multiculturalism, schooling and Muslims in Australia: From orientation to a possibility of hospitable education. In In A. A. Ata (Ed.). Education integration challenges: The case of Muslims in Australia pp. 157 - 166 David Lovell Publishing.
The ethical practice of teaching literacy: Accountability or responsibility?
Kostogriz, Alexander and Doecke, Brenton. (2013). The ethical practice of teaching literacy: Accountability or responsibility? Australian Journal of Language and Literacy. 36(2), pp. 90 - 98.
Accountability and the affective labour of teachers: A Marxist-Vygotskian perspective
Kostogriz, Alexander. (2012). Accountability and the affective labour of teachers: A Marxist-Vygotskian perspective. The Australian Educational Researcher. 39(4), pp. 397 - 412. https://doi.org/10.1007/s13384-012-0072-x
Interrogating the ethics of literacy intervention in Indigenous schools
Kostogriz, Alexander. (2011). Interrogating the ethics of literacy intervention in Indigenous schools. English Teaching: Practice and Critique. 10(2), pp. 24 - 38.
The future of diversity and difference: Can the national curriculum for English be hospitable?
Kostogriz, Alexander. (2011). The future of diversity and difference: Can the national curriculum for English be hospitable? In In B. Doecke, G. Parr and W. Sawyer (Ed.). Creating an Australian curriculum for English: National agendas, local contexts pp. 201 - 214 Phoenix Education.
Standards-based accountability: Refication, responsibility and the ethical subject
Kostogriz, Alexander and Doecke, Brenton. (2011). Standards-based accountability: Refication, responsibility and the ethical subject. Teaching Education. 22(4), pp. 397 - 412. https://doi.org/10.1080/10476210.2011.587870
Seeing things differently: Recognition, ethics, praxis
Doecke, Brenton, Kostogriz, Alex and Illesca, Bella. (2010). Seeing things differently: Recognition, ethics, praxis. English Teaching: Practice and Critique. 9(2), pp. 81 - 98.