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Preparing quality teachers : making learning visible

By Felicity A. McArdle


Teacher quality is recognised as a lynchpin for education reforms internationally, and both Federal and State governments in Australia have turned their attention to teacher education institutions: the starting point for preparing quality teachers. Changes to policy and shifts in expectations impact on Faculties of Education, despite the fact that little is known about what makes a quality teacher preparation program effective. New accountability measures, mandated Professional Standards, and proposals to test all graduates before registration, mean that teacher preparation programs need capacity for flexibility and responsiveness. The risk is that undergraduate degree programs can become ‘patchwork quilts’ with traces of the old and new stitched together, sometimes at the expense of coherence and integrity. This paper provides a roadmap used by one large Faculty of Education in Queensland for reforming and reconceptualising the curriculum for a 4-year undergraduate program, in response to new demands from government and the professional bodies

Topics: 130313 Teacher Education and Professional Development of Educators, Preservice Teacher Education, Teacher Effectiveness, Educational Dhange, HERN
Publisher: Edith Cowan University
Year: 2010
DOI identifier: 10.14221/ajte.2010v35n8.5
OAI identifier:

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