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Teacher Education Policy and Practice

Evidence of Impact, Impact of Evidence

  • Book
  • © 2017

Overview

Editors:
  1. Joce Nuttall

    1. Learning Sciences Institute Australia, Australian Catholic University Learning Sciences Institute Australia, Brisbane, Australia

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  2. Alex Kostogriz

    1. Faculty of Education and Arts, Australian Catholic University Faculty of Education and Arts, Fitzroy, Australia

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  3. Mellita Jones

    1. Faculty of Education and Arts, Australian Catholic University Faculty of Education and Arts, Fitzroy, Australia

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  4. Jenny Martin

    1. Faculty of Education and Arts, Australian Catholic University Faculty of Education and Arts, Fitzroy, Australia

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  • Discusses the evidence for effective teacher education programs
  • Critiques the nature of contemporary policy frameworks for teacher education
  • Demonstrates the platform of research evidence in contemporary teacher education
  • Includes supplementary material: sn.pub/extras

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Table of contents (9 chapters)

  1. Front Matter

    Pages i-xii
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  3. The Impact of Change and Innovation in Teacher Education Practice

    1. Front Matter

      Pages 49-49
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    2. Site-Based Teacher Education as a Context for Attending to the Complexity and Person-Centred Nature of Teaching and Learning: A Narrative Inquiry Involving Teacher Educators from Australia and the United States

      • Amanda McGraw, Janna Dresden, Erica Gilbertson, Melissa Baker
      Pages 51-65

    3. Becoming Professionally Agentic: Researching Pedagogical Reasoning in Initial Teacher Education

      • Jenny Martin, Stephen Keast, Lucy Anders
      Pages 67-81

    4. Can Career Changers Be Game Changers? Policy, Research and Practice Concerning Career Changers

      • Meera Varadharajan, Sandy Schuck
      Pages 83-95

    5. Managing the Personal Impact of Practicum: Examining the Experiences of Graduate Diploma in Education Students

      • Deanna Grant-Smith, Jenna Gillett-Swan
      Pages 97-112

  4. Investigation and Critique of Debates About Evidence and Impact in Teacher Education

    1. Front Matter

      Pages 113-113
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    2. How Do the Standards Stand up? Applying Quality Teacher Frameworks to the Australian Professional Standards

      • John Buchanan
      Pages 115-128

    3. Caught Between Competing Worlds: Teacher Education in Australia

      • Sally Knipe, Tanya Fitzgerald
      Pages 129-142
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Keywords

About this book

This volume addresses both 'evidence of impact' and 'impact of evidence' to reveal the complex dialogue between the enterprise of teacher education and evidence of its effects in the early 21st century, taking a critical position on the very notions of 'evidence' and 'impact' that underpin contemporary policy frameworks. Teacher education programs in Australia and internationally are challenged by contemporary policy frameworks to demonstrate evidence of the impact they have on the capacity of graduating teachers to act with confidence and competence in school and early childhood education classrooms. At the same time, the field of teacher education is increasingly working to build a robust platform of research evidence that speaks to these policy frameworks and to broader issues concerning the role of teaching and teacher education in society.

Editors and Affiliations

  • Learning Sciences Institute Australia, Australian Catholic University Learning Sciences Institute Australia, Brisbane, Australia

    Joce Nuttall

  • Faculty of Education and Arts, Australian Catholic University Faculty of Education and Arts, Fitzroy, Australia

    Alex Kostogriz, Mellita Jones, Jenny Martin

About the editors

Joce Nuttall is a Professor and Principal Research Fellow at the Learning Sciences Institute Australia, part of Australian Catholic University. Joce's research focuses on initial and continuing teacher education, particularly in early years settings.

Alex Kostogriz is a Professor and Head of the School of Education (Victoria) at the Faculty of Education and Arts, Australian Catholic University. Alex's research focuses on literacy/language education, and teacher education and professional practice.

Mellita Jones is Deputy Head of the School of Education (Victoria) at the Faculty of Education and Arts, Australian Catholic University, and a Lecturer in Science Education. Mellita's research focuses on teacher education and reflective practice.

Jenny Martin is a Lecturer for Science and Mathematics Education at the Faculty of Education and Arts, Australian Catholic University. Jenny's research focuses on human agency, professional identity development and pedagogical reasoning in the context of teacher education and science education.



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