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Teacher Education in Globalised Times

Local Responses in Action

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  • © 2020

Overview

Editors:
  1. Jillian Fox

    1. School of Education, Australian Catholic University, Banyo, Australia

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  2. Colette Alexander

    1. School of Education, Australian Catholic University, Banyo, Australia

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    You can also search for this editor in PubMed   Google Scholar

  3. Tania Aspland

    1. Kaplan Australia and New Zealand, Sydney, Australia

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  • Examines policy, research, and practice-related issues in teacher education across national borders
  • Highlights international initiatives and innovations in teacher education policy and practice that reflect 21st-century capabilities
  • Contributes to a reassessment of teacher identities, practices and positioning in the context of globalisation
  • Prioritises equity and social justice in teacher education policies and practices around the globe

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Table of contents (20 chapters)

  1. Front Matter

    Pages i-xiii
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  2. ‘Third Wave’ Politics in Teacher Education: Moving Beyond Binaries

    • Colette Alexander, Jillian Fox, Tania Aspland
    Pages 1-21

  3. Primary Specialisation in Australian Education: Pre-service Teachers’ Lived Experiences

    • Reece Mills, Theresa Bourke
    Pages 23-40

  4. The Interplay Between Technology and Teaching and Learning: Meeting Local Needs and Global Challenges

    • Rachel Farrell, Kevin Marshall
    Pages 41-52

  5. Internationalisation of NZ Tertiary Education: Supporting International Students’ Adjustments to Learner-Centred Education

    • Rosemary D. Richards, Tepora Emery, Lois France
    Pages 53-73

  6. Study Abroad Programs: Are They an Effective Tool for Developing a Social Justice Standpoint for Preservice Teachers?

    • Marcelle Cacciattolo, Catherine Lang, Gillian Kidman
    Pages 75-92

  7. The Emotional Work of Being an Assessor: A Reflective Writing Analytics Inquiry into Digital Self-assessment

    • Jill Willis, Andrew Gibson
    Pages 93-113

  8. Responding to Teacher Quality Through an Evidence-Informed Wellbeing Framework for Initial Teacher Education

    • Mathew A. White, Faye McCallum
    Pages 115-137

  9. Pre-service Teacher Perceptions of LANTITE: Complexity Theory in Action?

    • Jenene Burke, Peter Sellings, Naomi Nelson
    Pages 139-157

  10. Discourses of Quality in Australian Teacher Education: Critical Policy Analysis of a Government Inquiry into the Status of the Profession

    • Frances Hoyte, Parlo Singh, Stephen Heimans, Beryl Exley
    Pages 159-177

  11. Teacher Education and the International Baccalaureate: Where Is the Evidence?

    • Sanjay Lalwani, Jillian Fox
    Pages 179-197

  12. Pūrākau-ā-iwi and Te Tiriti o Waitangi: Reshaping Teacher Identities, Practices and Positioning in the Context of Globalisation

    • Willian Knight
    Pages 199-218

  13. Responding to Superdiversity Whilst Upholding Te Tiriti O Waitangi: Challenges for Early Childhood Teacher Education in Aotearoa New Zealand

    • Angel Chan, Jenny Ritchie
    Pages 219-237

  14. “I Think That’s My Job”: What Motivates Teachers to Partner with Teacher Educators in ITE?

    • Corinne A. Green, Michelle J. Eady, Sharon K. Tindall-Ford
    Pages 239-260

  15. Learning by Doing: The Challenge of Aligning Theory and Practice in School-Based, Post-graduate, Teacher Education Programmes

    • Mark Sheehan
    Pages 261-272

  16. Graduate Perspectives of Work Integrated Learning in Fully Online Initial Teacher Education: A Global Imperative

    • Rebecca Walker, Chad Morrison, Susan Beltman, Valerie Morey
    Pages 273-293

  17. ‘Birds of a Feather Flock Together!’: Rural Teacher Recruitment Policy and Retention in and for Hard-to-Staff Ugandan Schools

    • Gilbert Arinaitwe, John Williamson, Sue Kilpatrick
    Pages 295-310

  18. Teacher Professional Development, the Knowledge-Rich School Project and the Curriculum Design Coherence Model

    • Elizabeth Rata, Graham McPhail
    Pages 311-329

  19. Reflecting on Japanese Teacher Education by Looking Globally at Teacher Education Through a Policy Learning Lens

    • Yuko Fujimura, Mistilina Sato
    Pages 331-347

  20. Upgrading Professional Learning Communities to Enhance Teachers’ Epistemic Reflexivity About Self-regulated Learning

    • Shyam Barr, Helen Askell-Williams
    Pages 349-366
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Keywords

About this book

This book provides commentary on the influence of multi-layered political contexts that surround the work of teacher educators worldwide. It addresses the drawbacks of the massification, standards-based movements and marketisation of universal business that threaten authenticity, innovation and entrepreneurship within teacher education on a global scale.  The chapters celebrate the richly described local stories that explore the often tacit political activity that underpins teacher educators’ work. The book highlights the commitment of both teachers and teacher educators to social justice, and human rights and critical consciousness as central to the process of teacher development. Teacher formation, teacher education policies and curriculum development in an era of globalisation, super-diversity and the positioning of Indigenous populations, and national regulation and localisation are topics that are explored in this book.

Editors and Affiliations

  • School of Education, Australian Catholic University, Banyo, Australia

    Jillian Fox, Colette Alexander

  • Kaplan Australia and New Zealand, Sydney, Australia

    Tania Aspland

About the editors

Jillian L. Fox is a Senior Lecturer at the Faculty of Education and Arts, Australian Catholic University. She is an experienced early childhood teacher who has worked with both preservice and practicing teachers in Australia and China. Her areas of teaching and research expertise include work integrated learning, mentoring, and early years education. In 2017, Jillian won the Vice Chancellor’s Award for Innovation for her work on establishing a university-wide integrated online learning platform.


Colette Alexander is a Senior Lecturer at the School of Education, Australian Catholic University. She is an experienced teacher educator who has worked with both preservice and practicing teachers at public and private institutions. Her current research and teaching areas focus on research methodology, policy and assessment. Colette is the Project Lead for the implementation of the Graduate Teacher Performance Assessment (GTPA) at the School of Education, andis an early career researcher working with the Institute for Learning Sciences and Teacher Education (ILSTE).


Tania Aspland is a Professor of Teacher Education who provides high-level advice on teacher education, governance and policy. She is the President of the Australian Council of Deans of Education and a member of various boards for the Australian government. She also works closely with government directors and leaders of school education, private providers, and the Catholic and independent sectors.

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