Abstract
This chapter first explores changes in policy and practice related to quality initial teacher education in Australia and England over the last 10 years. In both countries a trend towards tighter government control of initial teacher education is identified, but with little evidence of changes in quality. The codification of national standards for initial teacher education programs and their accreditation has enabled this trend. Second, possible futures are discussed before finally speculating on the potential of, for example, ICT, globalization and neuroscience research to impact on future approaches to quality initial teacher education policy and practice.
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Notes
- 1.
The description of educational policy within UK must take account of the separation of powers in relation to education provision. In 2003 Scotland, Wales and England each had a different system of governance in place for the registration and regulation of teachers. Provision for the accreditation of teacher education programs also varied with jurisdiction.
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Jasman, A. (2016). Quality Initial Teacher Education Policy and Practice in Australia and England: Past, Present and Possible Futures. In: Chi-Kin Lee, J., Day, C. (eds) Quality and Change in Teacher Education. Professional Learning and Development in Schools and Higher Education, vol 13. Springer, Cham. https://doi.org/10.1007/978-3-319-24139-5_6
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DOI: https://doi.org/10.1007/978-3-319-24139-5_6
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