A critical analysis of initial teacher education policy in Australia and England: past, present and possible futures

Article

Jasman, Anne M.. 2009. "A critical analysis of initial teacher education policy in Australia and England: past, present and possible futures." Teacher Development. 13 (4), pp. 321-333. https://doi.org/10.1080/13664530903578264
Article Title

A critical analysis of initial teacher education policy in Australia and England: past, present and possible futures

ERA Journal ID20757
Article CategoryArticle
Authors
AuthorJasman, Anne M.
Journal TitleTeacher Development
Journal Citation13 (4), pp. 321-333
Number of Pages13
Year2009
PublisherTaylor & Francis
Place of PublicationUK
ISSN1366-4530
1747-5120
Digital Object Identifier (DOI)https://doi.org/10.1080/13664530903578264
Abstract

The quality of schooling and the teaching workforce are global issues. The author uses a futures methodology to reflect on the past and speculate on the future of initial
teacher education policy. The first section looks back at initial teacher education over the last 10 years to clarify and critique the policy directions that are currently
driving the preparation of the teaching workforces in England and Australia. The second section looks beyond this to speculate on key changes that are likely to impact
on what will be expected of the teaching workforce in 10 years’ time. Propositions on the knowledge, beliefs, values, commitments, roles and responsibilities that
members of a teaching workforce might be expected to have in the future are then offered for consideration. Finally some suggestions are made as to ways in which initial teacher education could respond now to these possible changes.

Keywordseducation policy; initial teacher education; future education scenarios and workforce
ANZSRC Field of Research 2020390307. Teacher education and professional development of educators
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Byline AffiliationsUniversity of Hertfordshire, United Kingdom
Institution of OriginUniversity of Southern Queensland
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