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How is impact defined in initial teacher education policy in Australia?
Bourke, Theresa Ryan, Mary
Bourke, Theresa
Ryan, Mary
Author
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.
Keywords
impact, initial teacher education, discourse analysis, Foucault, policy
Date
2023
Type
Journal article
Journal
Teachers and Teaching
Book
Volume
29
Issue
2
Page Range
133-149
Article Number
ACU Department
Faculty of Education and Arts
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled