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Innovation and Accountability in Teacher Education

Setting Directions for New Cultures in Teacher Education

  • Book
  • © 2018

Overview

Editors:
  1. Claire Wyatt-Smith

    1. Institute for Learning Sciences and Teacher Education, Australian Catholic University, Brisbane, Australia

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    You can also search for this editor in PubMed   Google Scholar

  2. Lenore Adie

    1. Institute for Learning Sciences and Teacher Education, Australian Catholic University, Brisbane, Australia

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    You can also search for this editor in PubMed   Google Scholar

  • Presents international reports on teacher education and reform initiatives
  • Uses research evidence to discern quality and address diversity and inclusion in teacher education
  • Critically examines the relationships between theory and practice in teacher education
  • Analyses the impact of new technologies on teacher preparation and teacher work

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Table of contents (19 chapters)

  1. Front Matter

    Pages i-xxiv
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  2. New Cultures in Teacher Education

    • Claire Wyatt-Smith, Lenore Adie
    Pages 1-15

  3. Accountability and Change in Teacher Education

    1. Front Matter

      Pages 17-17
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    2. Accountability in Teacher Education in Norway: A Case of Mistrust and Trust

      • Kari Smith
      Pages 19-35

    3. Notes from a Small Country: Teacher Education, Learning Innovation and Accountability in Scotland

      • Louise Hayward
      Pages 37-50

    4. Lost in Transition: Learning to Teach in the Era of Test-Based Accountability

      • Jina Ro
      Pages 51-63

    5. The Explicit Nature of Educational Goals for the Twenty-first Century

      • Esther Care, Helyn Kim
      Pages 65-79

    6. Challenges for Initial Teacher Education in the Context of ‘Twenty-first Century’ Learning Imperatives

      • Rosemary Hipkins, Jo MacDonald, Jenny Whatman
      Pages 81-96

    7. Conceptions of Readiness in Initial Teacher Education: Quality, Impact, Standards and Evidence in Policy Directives

      • Colette Alexander
      Pages 97-113

    8. Research-Informed Conceptualization and Design Principles of Teacher Performance Assessments: Wrestling with System and Site Validity

      • Lenore Adie, Claire Wyatt-Smith
      Pages 115-132

  4. Preparing Teachers for Diverse Learners and Contexts

    1. Front Matter

      Pages 133-133
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    2. Analyzing Curriculum Orientations of Kindergarten Curriculum

      • Barley Mak, Chrysa Keung, Alan Cheung
      Pages 135-153

    3. Engaging with Ambivalence: The Neglect of Early Childhood Teacher Education in Initial Teacher Education Reform in Australia

      • Joce Nuttall
      Pages 155-169

    4. Preparing Teachers for Assessment in Schools: The Influence of Teacher Educators

      • Christopher DeLuca, Andrew Coombs, Ann Sherman
      Pages 171-186

    5. Looking for Synergies to Meet the Challenges of Teacher Education

      • Bronwen Cowie, Beverley Cooper
      Pages 187-200

    6. Enhancing Inclusive Education Through Teacher Education Reforms

      • Joy Cumming, Megan Tones, Chantelle Day, Elizabeth Heck
      Pages 201-221

    7. Is Quality Initial Teacher Education Where the Music Stops? Conceptualizing the Becoming of a Teacher: Lessons from the Field

      • Anna E. Du Plessis
      Pages 223-240
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Keywords

About this book

This is the foundational book for the new series, Teacher Education, Learning Innovation and Accountability. The book canvasses research, practice and policy perspectives in teacher education across diverse geographic, social and political contexts. It explores the lifespan of teacher development from initial preparation through to graduate classroom practice as it occurs in an intensifying culture of standards and regulation. The characterization of initial teacher education (ITE) in a crucible of change permeates throughout the book. The chapters open up new ways of thinking about innovation and accountability in ITE and the professionalization of teaching, exploring fundamental questions, such as “Who are the actors in teacher preparation and how do they interact? How can we learn about the quality of teacher education? Where can we hear the voices of teacher educators and preservice teachers, as well as school-based teacher educators? What are the new and emerging roles of others in teacher education who have not been involved previously, including employing authorities?” (p. 22). While the book provides responses to these and other provocative questions, it also offers new insights into innovative teacher education from a wide range of policy and practice contexts.

Editors and Affiliations

  • Institute for Learning Sciences and Teacher Education, Australian Catholic University, Brisbane, Australia

    Claire Wyatt-Smith, Lenore Adie

About the editors

Claire Wyatt-Smith is the Director of the Institute for Learning Sciences and Teacher Education (ILSTE) and Professor of Educational Assessment and Evaluation, Australian Catholic University. Claire’s research is focused on teaching and evaluative expertise. It examines the role of standards, professional judgement and moderation, as well as the use of data to inform teaching and improve learning. She acts as an advisor to various agencies within Australia and internationally, and is currently leading a large-scale Australian study involving a national collective of 13 universities undertaking the Graduate Teacher Performance Assessment and cross-institutional standards-referenced moderation. Her recent books include Assessment for education: Standards, judgement and Moderation (Sage 2014), and Designing assessment for quality learning (Springer 2014). She is the Foundation Editor of The Enabling Power of Assessment Series as well as the series, Teacher Education, Learning Innovation and Accountability.


Lenore Adie is a Senior Research Fellow with the Assessment, Evaluation and Student Learning Research Concentration at the Institute for Learning Sciences and Teacher Education (ILSTE), Australian Catholic University. Her research focuses on assessment and moderation processes as these contribute to supporting teachers’ pedagogical practices and student learning. She has a further interest in the enactment of assessment policy and the validity of assessment processes. Her research has generated new knowledge in the field of assessment, focusing on quality in assessment practices and processes, in particular within systems of standards-referenced assessment. This work addresses the alignment of curriculum, assessment and pedagogic practices through the design of assessment tasks and the application of criteria and grading. Lenore has extensive professional experience working in schools as a teacher and in leadership positions, and in teacher education for over 30 years.

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