How is impact defined in initial teacher education policy in Australia?
Bourke, Theresa and Ryan, Mary. (2023). How is impact defined in initial teacher education policy in Australia? Teachers and Teaching. 29(2), pp. 133-149. https://doi.org/10.1080/13540602.2022.2144824
|Authors||Bourke, Theresa and Ryan, Mary|
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.
|Keywords||impact; initial teacher education; discourse analysis; Foucault; policy|
|Journal||Teachers and Teaching|
|Journal citation||29 (2), pp. 133-149|
|Digital Object Identifier (DOI)||https://doi.org/10.1080/13540602.2022.2144824|
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File Access Level
|Online||09 Nov 2022|
|Publication process dates|
|Accepted||20 Aug 2022|
|Deposited||18 Jul 2023|
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