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Spatialised metaphors of practice : How teacher educators engage with professional standards for teachers
Ryan, Mary Bourke, Terri
Ryan, Mary
Bourke, Terri
Author
Abstract
Pre-service teacher educators, both nationally and internationally, must negotiate a plethora of expectations including using Professional Standards to enhance teacher quality. In Australia, the recent Teacher Education Ministerial Advisory Group (TEMAG) report highlighted weak application of Standards in Initial Teacher Education (ITE). However, recent reports suggest that many education stakeholders feel positive about the implementation of the Australian Professional Standards for Teachers (APSTs). This study responds to these differing viewpoints by exploring how teacher educators in a large metropolitan university in Australia account for the use of Standards in their work. Discourse analysis techniques in conjunction with socio-spatial theory make visible particular metaphors of practice as teacher educators negotiate the real-and-imagined spaces of regulated teacher education programmes. The findings highlight the importance of investigating the utility of Standards in the lived experiences of teacher educators, as they are responsible for preparing quality, classroom ready graduates.
Keywords
initial teacher education, professional standards, spatial theory, teacher educator
Date
2018
Type
Journal article
Journal
Critical Studies in Education
Book
Volume
59
Issue
2
Page Range
167-186
Article Number
ACU Department
Faculty of Education and Arts
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Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled