Abstract
The implementation of the teaching standards in Australia has been informed by both developmental and regulatory discourses. Standards can be employed developmentally on professional experience as part of a growth mentoring model, through interim PEX reports and through critical dialogue about the role of the standards on campus. The developmental implementation of the standards has a better chance of achieving the translation of theory to practice in initial teacher education. This use of the standards fits well with the schema of this text. The developmental discourse fits well with the tenets of implementation science. The regulatory may fit within the principles of implementation science if the accreditation becomes a dialogue between teacher educations schools and the regulatory authorities rather than the imposition that it has been to date. The upcoming second round of accreditation with its emphasis on outcomes rather than inputs might provide an opportunity for such a discussion to occur.
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Grima-Farrell, C., Loughland, T., Nguyen, H. (2019). The Relationship of the Developmental Discourse of the Graduate Teacher Standards to Theory and Practice Translation via Implementation Science. In: Theory to Practice in Teacher Education. SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-32-9910-8_4
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