How is impact defined in initial teacher education policy in Australia?

Journal article

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
AuthorsBourke, Theresa and Ryan, Mary
Abstract

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.

Keywordsimpact; initial teacher education; discourse analysis; Foucault; policy
Year2023
JournalTeachers and Teaching
Journal citation29 (2), pp. 133-149
PublisherRoutledge
ISSN1354-0602
Digital Object Identifier (DOI)https://doi.org/10.1080/13540602.2022.2144824
Scopus EID2-s2.0-85141945766
Page range133-149
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online09 Nov 2022
Publication process dates
Accepted20 Aug 2022
Deposited18 Jul 2023
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