Abstract
This chapter provides an overview of current policy contexts of teacher education in Australia and England. In a time of significant change in these countries, issues discussed include government policy, university teaching and research agendas, reviews and priorities, accountability mandates, the call for increased professional experience in schools, the shift to school-based teacher education and issues of teacher quality. All these forces have clear implications for the work of teacher educators in terms of teaching and accountability demands, teacher education curriculum and partnership/relationship building with stakeholders. Standards for teachers in Higher Education are also discussed, including how this is becoming manifest in international teacher education policy.
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Hayler, M., Williams, J. (2020). Policy and Educational Contexts of Teacher Education. In: Being a Teacher Educator in Challenging Times. Self-Study of Teaching and Teacher Education Practices, vol 22. Springer, Singapore. https://doi.org/10.1007/978-981-15-3848-3_5
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