Abstract
This chapter considers how teacher education and ideas about quality teacher professionalism are complicated by contemporary changes in educational governance. We approach teacher education as a multi-scaled assemblage of uneven space-times (McLeod, Sobe, & Seddon, 2018) and document the practice architectures (Kemmis, Wilkinson, Edwards-Groves, Hardy, Grootenboer, & Bristol, 2014) and the experienced relationalities, spatialities and temporalities (Barbousas & Seddon, 2018) that teacher educators must navigate if they are to realise TEMAG reforms. We trace the effects of 2014 reforms of teacher education recommended by the Teacher Education Ministerial Advisory Group (TEMAG) and endorsed by the Australian Commonwealth Government in two ways. First, using a policy perspective, we track how TEMAG reforms offered a novel vocabulary that prioritised ‘classroom-ready teachers’ and their preparation through ‘integrated partnerships’ between schools, universities and school systems. We show how that discourse, privileging partnerships, created regulatory discursive arrangements that were not specifically Australian, but an expression of the global trajectory towards network governance in education. Second, we illustrate how that trajectory towards network governance was realised in Australia through space-times that bridged between education policy and practice. We illustrate some of the space-times that are unfolding between levels of government, regulatory agencies and as professional teacher educators engage with schools. We suggest this respatialisation of teacher education raises significant questions about ‘who knows’ teacher education.
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Notes
- 1.
Pseudonyms are used to name all professionals and schools.
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Arnold, B., Manton, C., Schutt, S., Seddon, T. (2020). TEMAG Reforms, Teacher Education and the Respatialising Effects of Global-Local Knowledge Politics. In: Fox, J., Alexander, C., Aspland, T. (eds) Teacher Education in Globalised Times. Springer, Singapore. https://doi.org/10.1007/978-981-15-4124-7_20
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