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The Need for Stakeholder Alignment on the Future of Teacher Education in Australia

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Quality and Change in Teacher Education

Part of the book series: Professional Learning and Development in Schools and Higher Education ((PROD,volume 13))

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Abstract

The chapter provides a brief history of developments in Australia and describes current issues including selection of pre-service students, employment of graduates, professional standards, partnerships, the policy milieu and leadership. The context is Australia’s declining performance in national and international tests of school student achievement. It is concluded that there must be stronger alignment of policy and practice among stakeholders, shaped by a common view of what constitutes quality in schooling and quality in teaching. There is an absence of such a view compared to what is evident in high-performing nations.

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Acknowledgements

The assistance of Dr Jennifer Gidley in researching the history of teacher education and the future of universities is acknowledged. Fiona Longmuir undertook research on early career teachers that is reported in this chapter.

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Authors and Affiliations

  1. Graduate School of Education, University of Melbourne, Parkville, VIC, Australia

    Brian J. Caldwell

Authors
  1. Brian J. Caldwell
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Correspondence to Brian J. Caldwell .

Editor information

Editors and Affiliations

  1. Department of Curriculum and Instruction, The Hong Kong Institute of Education, Hong Kong, Hong Kong

    John Chi-Kin Lee

  2. School of Education, University of Nottingham, Nottingham, United Kingdom

    Christopher Day

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Caldwell, B.J. (2016). The Need for Stakeholder Alignment on the Future of Teacher Education in Australia. In: Chi-Kin Lee, J., Day, C. (eds) Quality and Change in Teacher Education. Professional Learning and Development in Schools and Higher Education, vol 13. Springer, Cham. https://doi.org/10.1007/978-3-319-24139-5_7

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  • DOI: https://doi.org/10.1007/978-3-319-24139-5_7

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-24137-1

  • Online ISBN: 978-3-319-24139-5

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