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The Positioning of Quality and Expertise in Initial Teacher Education: Policy Enactment in the Australian Context

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Title: The Positioning of Quality and Expertise in Initial Teacher Education: Policy Enactment in the Australian Context
Language: English
Authors: Mary Ryan (ORCID 0000-0003-2237-9368), Penny Van Bergen (ORCID 0000-0001-9542-812X), Rachael Adlington (ORCID 0000-0001-8696-2347), Olivia Maurice (ORCID 0000-0002-4540-9868)
Source: Australian Educational Researcher. 2025 52(3):1997-2020.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 24
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Educational Quality, Expertise, Preservice Teacher Education, Educational Policy, Foreign Countries, Teacher Effectiveness, Educational Improvement, Educational Change, Stakeholders
Geographic Terms: Australia
DOI: 10.1007/s13384-024-00796-z
ISSN: 0311-6999
2210-5328
Abstract: Teacher quality and teacher education improvement have been central discourses for at least two decades in global education. In Australia, despite the pervasive nature of these discussions, there is a lack of substantial evidence indicating the existence of a problem in this regard. Policies aimed at enhancing the 'preparedness' of teacher graduates and elevating the 'quality' of ITE programs have nonetheless emerged as prevalent solutions over the past decade. The latest enactment of reforms in the policy chain is the "Strong Beginnings" report from the Teacher Education Expert Panel. In this paper, we align with Ball's perspective that policy should be viewed as a dynamic process rather than a presumed, ready-made solution to a problem. We utilise systematic conceptual coding using Leximancer to enable a nuanced exploration of the understandings, practices, and conditions of influence for the policy actors inscribed in the TEEP report. We also analyse concept frequency and collocation in the final Strong Beginnings report, noting two main propositions: first, that there is a problem with quality in ITE; and second, that practice is foregrounded in professionalisation. We highlight the consistencies and contradictions within the discourses of the final report and the submissions from policy actors that contributed to this policy enactment process. We suggest that evidence is used when it suits a policy position, but ignored if it disrupts the platform position. We conclude by arguing that the policy actors in this policy enactment process should be afforded the professional authority to continue a well-established process of continual improvement.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1487852
Database: ERIC
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  Data: The Positioning of Quality and Expertise in Initial Teacher Education: Policy Enactment in the Australian Context
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  Data: <searchLink fieldCode="AR" term="%22Mary+Ryan%22">Mary Ryan</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2237-9368">0000-0003-2237-9368</externalLink>)<br /><searchLink fieldCode="AR" term="%22Penny+Van+Bergen%22">Penny Van Bergen</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9542-812X">0000-0001-9542-812X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rachael+Adlington%22">Rachael Adlington</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8696-2347">0000-0001-8696-2347</externalLink>)<br /><searchLink fieldCode="AR" term="%22Olivia+Maurice%22">Olivia Maurice</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4540-9868">0000-0002-4540-9868</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Australian+Educational+Researcher%22"><i>Australian Educational Researcher</i></searchLink>. 2025 52(3):1997-2020.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Expertise%22">Expertise</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Improvement%22">Educational Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Stakeholders%22">Stakeholders</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1007/s13384-024-00796-z
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  Data: 0311-6999<br />2210-5328
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  Label: Abstract
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  Data: Teacher quality and teacher education improvement have been central discourses for at least two decades in global education. In Australia, despite the pervasive nature of these discussions, there is a lack of substantial evidence indicating the existence of a problem in this regard. Policies aimed at enhancing the 'preparedness' of teacher graduates and elevating the 'quality' of ITE programs have nonetheless emerged as prevalent solutions over the past decade. The latest enactment of reforms in the policy chain is the "Strong Beginnings" report from the Teacher Education Expert Panel. In this paper, we align with Ball's perspective that policy should be viewed as a dynamic process rather than a presumed, ready-made solution to a problem. We utilise systematic conceptual coding using Leximancer to enable a nuanced exploration of the understandings, practices, and conditions of influence for the policy actors inscribed in the TEEP report. We also analyse concept frequency and collocation in the final Strong Beginnings report, noting two main propositions: first, that there is a problem with quality in ITE; and second, that practice is foregrounded in professionalisation. We highlight the consistencies and contradictions within the discourses of the final report and the submissions from policy actors that contributed to this policy enactment process. We suggest that evidence is used when it suits a policy position, but ignored if it disrupts the platform position. We conclude by arguing that the policy actors in this policy enactment process should be afforded the professional authority to continue a well-established process of continual improvement.
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        StartPage: 1997
    Subjects:
      – SubjectFull: Educational Quality
        Type: general
      – SubjectFull: Expertise
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Teacher Effectiveness
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      – SubjectFull: Australia
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