Abstract
The chapter reports on a study where the perceptions of a group of pre-service teachers (PSTs) in Australia, regarding their experiences of the LANTITE, were captured and analysed using the lens of complexity theory. The authors argue that a change to one of the complex sub-systems involved in ITE appears to produce effects in other related sub-systems. A likely unexpected impact was on the formation of graduate teacher identities and capabilities as professional teachers. The potential impact on teaching for social justice and attending equitably to human difference when standards-based education is adopted is another theme that is considered in this chapter.
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Glossary
- ACER
-
Australian Council for Educational Research
- AITSL
-
Australian Institute for Teaching and School Leadership
- ASCF
-
Australian Core Skills Framework
- ATAR
-
Australian Tertiary Admission Rank, a nationally equivalent measure of a person’s relative ranking within their complete age cohort derived from scaled scores achieved for senior secondary school subjects
- First in family
-
A student who is the first member of their immediate family to study in higher education
- ITE
-
Initial teacher education. A university degree from which a person gains a qualification to be a teacher
- LANTITE
-
Literacy and Numeracy Testing for Initial Teacher Education
- Pre-service teacher (PST)
-
A student who is studying an initial teacher education degree
- OECD
-
Organisation for Economic Co-operation and Development
- PIACC
-
Programme for the International Assessment of Adult Competencies
- QILT
-
Quality Indicators for Learning and Teaching
- TEMAG
-
Teacher Education Ministerial Advisory Group
- TEQSA
-
Tertiary Education Quality and Standards Agency
- VIT
-
The Victorian Institute of Teaching
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Burke, J., Sellings, P., Nelson, N. (2020). Pre-service Teacher Perceptions of LANTITE: Complexity Theory in Action?. 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_8
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DOI: https://doi.org/10.1007/978-981-15-4124-7_8
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