Pre-service teacher education in the postmodern state


Cullen, Dianne Margaret. (2012). Pre-service teacher education in the postmodern state [Thesis].
AuthorsCullen, Dianne Margaret
Qualification nameDoctor of Philosophy (PhD)

Over the past thirty years more than one hundred teaching and teacher education inquiries have been published in Australia. Despite each of these documents having made recommendations for reform it has been claimed that change has been limited. Moreover, teacher educators have been criticised for lacking the ability to change. The author of this study challenged this assertion and sought to investigate its accuracy. To explore the claim of minimal change the researcher framed the study design around pre-service teacher education reforms. The following three questions underpinned the investigation. 1) What recommendations were made? 2) What recommendations were implemented? 3) Why were some recommendations implemented and others not? Combining document and life history research offered the researcher an innovative and novel approach to identify barriers to change in teacher education. The findings of this study address the claim that change to pre-service education has been limited and adds to the existing body of literature centred on policy formation and implementation in teacher education.

PublisherAustralian Catholic University
Digital Object Identifier (DOI)
Research GroupSchool of Education
Final version
Publication dates01 Jul 2012
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The VIT and its discontents
Cullen, Dianne Margaret. (2005). The VIT and its discontents. In Pam Christie (Ed.). Questioning 'Best Practice' in Education: Benefits and Disadvantages; Debates and Dilemmas. Armadale, Australia: Centre for Research on Education in Context, University of New England. pp. 40 - 48