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The changing face of accreditation for initial teacher education programs in Australia

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  • Author(s): Fox, J; Gutierrez, A; Alexander, C; Bourke, Terri
  • Source:
    Professionalism and teacher education: Voices from policy and practice
  • Document Type:
    Electronic Resource
  • Online Access:
    doi:10.1007/978-981-13-7002-1_2
    Bourke, Terri (2019) The changing face of accreditation for initial teacher education programs in Australia. In Fox, J, Gutierrez, A, & Alexander, C (Eds.) Professionalism and teacher education: Voices from policy and practice. Springer, Singapore, pp. 27-45.
  • Additional Information
    • Publisher Information:
      Springer 2019
    • Abstract:
      This chapter uses discourse analysis techniques associated with Foucauldian archaeology to ascertain the dominant discourses in the 2015 Australian Initial Teacher Education accreditation document. Findings reveal an overarching discourse of quality assurance anchored within the discursive themes of accreditation, evidence and impact. When these discursive themes are juxtaposed against the academic literature on professionalism it becomes clear that teacher educators are being discursively repositioned in a managerial discourse. Recommendations are given for how teacher educators can navigate this highly regulated environment.
    • Subject Terms:
      accreditation; discourse analysis; professionalism; standards; teacher education; Chapter in Book, Report or Conference volume
    • Availability:
      Open access content. Open access content
      Consult author(s) regarding copyright matters
      This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the document is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recognise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to qut.copyright@qut.edu.au
    • Other Numbers:
      ATUTQ oai:eprints.qut.edu.au:125348
      Faculty of Education; School of Teacher Education & Leadership
      1090783803
    • Contributing Source:
      QUEENSLAND UNIV OF TECH
      From OAIster®, provided by the OCLC Cooperative.
    • Accession Number:
      edsoai.on1090783803
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