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Stakeholder Alignment to Government Reform: Mapping Responses to the Teacher Education Expert Panel (TEEP) Proposal to Improve the Quality of Professional Experience in Australia

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Title: Stakeholder Alignment to Government Reform: Mapping Responses to the Teacher Education Expert Panel (TEEP) Proposal to Improve the Quality of Professional Experience in Australia
Language: English
Authors: Rebecca Andrews (ORCID 0000-0001-7560-5360), Ken Cliff (ORCID 0009-0009-9875-9990), Rachael Adlington (ORCID 0000-0001-8696-2347), Susan Ledger (ORCID 0000-0001-7050-1001), Sue Gregory (ORCID 0000-0002-0417-8266), Chrissy Monteleone (ORCID 0000-0002-3860-2109), Cathy Little (ORCID 0000-0002-8513-650X), Olivia Maurice (ORCID 0000-0002-4540-9868), Penny Van Bergen (ORCID 0000-0001-9542-812X)
Source: Australian Educational Researcher. 2025 52(5):3343-3365.
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: 23
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Student Teachers, Preservice Teacher Education, Student Teaching, Practicums, Experiential Learning, Educational Improvement, Stakeholders, Teacher Education Programs, Teaching Experience, Feedback (Response), Public Opinion, Attitudes, Financial Support
Geographic Terms: Australia
DOI: 10.1007/s13384-025-00854-0
ISSN: 0311-6999
2210-5328
Abstract: High-quality Professional Experience (PEx) placements are central to the preparation of 'classroom ready' graduate teachers in Australia. However, there are frequent suggestions from the Australian Government that PEx is not as effective as it could be. Perennial PEx concerns raised in government reviews include: the need for strong partnerships between higher education providers and schools; the quality of ITE candidates and their suitability to teach; the ongoing shortage of high-quality placements and mentors; placement diversity and timing; student placement poverty; and the need to address workforce shortages. Against this backdrop we sought to systematically examine 60 stakeholder submissions to Reform Area 3 of the Australian Government's 2023 Teacher Education Expert Panel Discussion Paper, which recommended new PEx guidelines, system-level partnership agreements, Centres of Excellence, and student support to 'improve the quality of practical experience in teaching'. Using content analysis software Leximancer, we mapped themes and perspectives in the responses of seven stakeholder groups, each with distinct motivations and expertise: higher education providers, regulatory bodies, Councils of Deans, employers, teachers' associations, advocates and individuals. An eighth group, 'other' represented three stakeholders that did not fit existing categories. Three overarching meta-themes were identified: (i) provision of funding and resources, (ii) creation of high-quality placements, and (iii) the necessity (or not) of new partnership agreements. While stakeholders noted broad support for the recommendations of the Discussion Paper, a diversity of perspectives was evident in their discussion of resources and preference for 'centralised' agreements to support consistent and widespread delivery of high-quality PEx.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1490268
Database: ERIC
FullText Text:
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  Data: Stakeholder Alignment to Government Reform: Mapping Responses to the Teacher Education Expert Panel (TEEP) Proposal to Improve the Quality of Professional Experience in Australia
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  Data: <searchLink fieldCode="AR" term="%22Rebecca+Andrews%22">Rebecca Andrews</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7560-5360">0000-0001-7560-5360</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ken+Cliff%22">Ken Cliff</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0009-9875-9990">0009-0009-9875-9990</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="%22Susan+Ledger%22">Susan Ledger</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7050-1001">0000-0001-7050-1001</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sue+Gregory%22">Sue Gregory</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0417-8266">0000-0002-0417-8266</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chrissy+Monteleone%22">Chrissy Monteleone</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3860-2109">0000-0002-3860-2109</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cathy+Little%22">Cathy Little</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8513-650X">0000-0002-8513-650X</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>)<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>)
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  Data: <searchLink fieldCode="SO" term="%22Australian+Educational+Researcher%22"><i>Australian Educational Researcher</i></searchLink>. 2025 52(5):3343-3365.
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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: 23
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teachers%22">Student Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teaching%22">Student Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Practicums%22">Practicums</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Improvement%22">Educational Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Stakeholders%22">Stakeholders</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Opinion%22">Public Opinion</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes%22">Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Financial+Support%22">Financial Support</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s13384-025-00854-0
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0311-6999<br />2210-5328
– Name: Abstract
  Label: Abstract
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  Data: High-quality Professional Experience (PEx) placements are central to the preparation of 'classroom ready' graduate teachers in Australia. However, there are frequent suggestions from the Australian Government that PEx is not as effective as it could be. Perennial PEx concerns raised in government reviews include: the need for strong partnerships between higher education providers and schools; the quality of ITE candidates and their suitability to teach; the ongoing shortage of high-quality placements and mentors; placement diversity and timing; student placement poverty; and the need to address workforce shortages. Against this backdrop we sought to systematically examine 60 stakeholder submissions to Reform Area 3 of the Australian Government's 2023 Teacher Education Expert Panel Discussion Paper, which recommended new PEx guidelines, system-level partnership agreements, Centres of Excellence, and student support to 'improve the quality of practical experience in teaching'. Using content analysis software Leximancer, we mapped themes and perspectives in the responses of seven stakeholder groups, each with distinct motivations and expertise: higher education providers, regulatory bodies, Councils of Deans, employers, teachers' associations, advocates and individuals. An eighth group, 'other' represented three stakeholders that did not fit existing categories. Three overarching meta-themes were identified: (i) provision of funding and resources, (ii) creation of high-quality placements, and (iii) the necessity (or not) of new partnership agreements. While stakeholders noted broad support for the recommendations of the Discussion Paper, a diversity of perspectives was evident in their discussion of resources and preference for 'centralised' agreements to support consistent and widespread delivery of high-quality PEx.
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  Data: 2025
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  Data: EJ1490268
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