The changing face of accreditation for initial teacher education programs in Australia
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Description
This chapter uses discourse analysis techniques associated with Foucauldian archaeology to ascertain the dominant discourses in the 2015 Australian Initial Teacher Education accreditation document. Findings reveal an overarching discourse of quality assurance anchored within the discursive themes of accreditation, evidence and impact. When these discursive themes are juxtaposed against the academic literature on professionalism it becomes clear that teacher educators are being discursively repositioned in a managerial discourse. Recommendations are given for how teacher educators can navigate this highly regulated environment.
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| ID Code: | 125348 | ||
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| Item Type: | Chapter in Book, Report or Conference volume (Chapter) | ||
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| Measurements or Duration: | 19 pages | ||
| Keywords: | accreditation, discourse analysis, professionalism, standards, teacher education | ||
| DOI: | 10.1007/978-981-13-7002-1_2 | ||
| ISBN: | 978-981-13-7001-4 | ||
| Pure ID: | 33417131 | ||
| Divisions: | Past > QUT Faculties & Divisions > Faculty of Education Current > Schools > School of Teacher Education & Leadership |
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| Copyright Owner: | Consult author(s) regarding copyright matters | ||
| Copyright Statement: | This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the document is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recognise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to qut.copyright@qut.edu.au | ||
| Deposited On: | 12 Feb 2019 01:38 | ||
| Last Modified: | 04 Mar 2024 05:02 |
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