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Teacher education and
globalisation
Dr Nick Kelly
Senior Research Fellow, Queensland University of Technology, Australia
Science & Engineering Faculty and Faculty of Education
Adjunct Senior Lecturer, Digital Life Lab, Australia
nick.kelly@qut.edu.au | www.nickkellyresearch.com | scholar profile
Aims
1. What is teacher education?
2. Teacher education policy
3. Teacher education & globalisation
Perspectives on teacher education policy
• Policy & comparison between systems
• NPM and accountability
• Globalisation & IOs
• Equity
What is teacher education?
• What do teachers need to know…
• …to enter a classroom?
• …to be at the top of their profession?
• How do they learn it?
(How do we know they’ve learned it?)
What is teacher education?
Formal study
Entry into
profession
Continuing
education
-Entry -Completion
-Certification
-Job seeking
-Support
-Standards
Elements of teacher education
• Foundations
• Philosophy, history, psychology, sociology
• Pedagogy, subject content, technology, literacy, etc.
• Practice
• Competence & competence in the classroom
• Reflective practice, collegiality, etc.
• Pragmatics
• Compliance, registration, laws, organisations, etc.
• “The weight of substantial evidence indicates that teachers who
have had more preparation for teaching are more confident and
successful with students than those who have had little or none”
• “Extended clinical preparation interwoven with coursework on
learning and teaching produces teachers who are both more
effective and more likely to enter and stay in teaching”
• “Development of teachers’ abilities to examine teaching from
the perspective of learners who bring diverse experiences and
frames of reference to the classroom”
(Darling-Hammond, 2000)
Teacher education policy
Formal study
Entry into
profession
Continuing
education
-Entry
-Completion
-Certification
(of teachers)
-Job seeking
-Support
-Standards
Certification
(of ITE
programs)
Curriculum
development
Funding for
TPD
• Social, cultural, historical context
• Policy, regulation, economy
• Professional norms
• School characteristics
• Systemic support structures
• Personal & professional
networks
• Individual psychology
social
individual
Policy case studies (Australian)
1. Literacy & numeracy tests for teachers
2. Australian Professional Standards for Teachers
3. NAPLAN/PISA
4. A new syllabus: Digital Technologies
5. “Teach for Australia” (or for America or for the UK)
NAPLAN/PISA
• Impact on…
• Curriculum
• Classroom time
• Teacher education
• Autonomy
• School identity
• Social perception of education
• Teachers’ basic psychological needs
New public management
“Professionals in schools have lost control of the
field of judgment in regard to their practice, which
has passed instead to the test constructors and
system leaders, and the not-for-profits and
edubusinesses that are often involved in test
construction, information management, and data
analysis”
(Lingard, Sellar & Lewis, 2017)
Diversity
• Who teaches?
• Australian Indigenous
representation
• 1.2% of teachers
• 4.9% of population (2012)
https://www.nytimes.com/2017/04/15/opinion/sunday/th
e-real-reason-black-kids-benefit-from-black-
teachers.html
Equity
• Human geography
• “The least well-prepared recruits are disproportionately
assigned to teach the least advantaged students in high
minority and low-income schools” (Darling-Hammond, 2000)
• Extrinsic motivation?
Summary
1. Aims of teacher education
2. How policy is used
3. Ways to analyse policy
References & related reading
• Darling-Hammond, L. (2000). How teacher education matters, Journal of Teacher Education, Vol. 51, No. 3
• Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international
practice?. European Journal of Teacher Education, 40(3), 291-309.
• Goertz, Margaret E. & Ekstrom, Ruth B. & Coley, Richard J. & Educational Testing Service. Division of Education
Policy Research and Services. & National Institute of Education (U.S.). (1984). The impact of state policy on
entrance into the teaching profession final report. Princeton, N.J : Division of Education Policy Research and
Services, Educational Testing Service
• Kelly, N., & Fogarty, R. (2015). An integrated approach to attracting and retaining teachers in rural and remote
parts of Australia. Journal of Economic & Social Policy, 17(2), 1.
• Lingard, B., Sellar, S., Lewis, S. (2017). Accountabilities in Schools and School Systems. Oxford Research
Encyclopedia of Education. Oxford University Press. doi: 10.1093/acrefore/9780190264093.013.7
• Verger, A., Novelli, M., & Altinyelken, H. K. (2012). Global education policy and international development: An
introductory framework. Global education policy and international development: New agendas, issues and
policies, 3-32.

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Teacher education globalisation

  • 1. Teacher education and globalisation Dr Nick Kelly Senior Research Fellow, Queensland University of Technology, Australia Science & Engineering Faculty and Faculty of Education Adjunct Senior Lecturer, Digital Life Lab, Australia nick.kelly@qut.edu.au | www.nickkellyresearch.com | scholar profile
  • 2. Aims 1. What is teacher education? 2. Teacher education policy 3. Teacher education & globalisation
  • 3. Perspectives on teacher education policy • Policy & comparison between systems • NPM and accountability • Globalisation & IOs • Equity
  • 4. What is teacher education? • What do teachers need to know… • …to enter a classroom? • …to be at the top of their profession? • How do they learn it? (How do we know they’ve learned it?)
  • 5. What is teacher education? Formal study Entry into profession Continuing education -Entry -Completion -Certification -Job seeking -Support -Standards
  • 6. Elements of teacher education • Foundations • Philosophy, history, psychology, sociology • Pedagogy, subject content, technology, literacy, etc. • Practice • Competence & competence in the classroom • Reflective practice, collegiality, etc. • Pragmatics • Compliance, registration, laws, organisations, etc.
  • 7. • “The weight of substantial evidence indicates that teachers who have had more preparation for teaching are more confident and successful with students than those who have had little or none” • “Extended clinical preparation interwoven with coursework on learning and teaching produces teachers who are both more effective and more likely to enter and stay in teaching” • “Development of teachers’ abilities to examine teaching from the perspective of learners who bring diverse experiences and frames of reference to the classroom” (Darling-Hammond, 2000)
  • 8. Teacher education policy Formal study Entry into profession Continuing education -Entry -Completion -Certification (of teachers) -Job seeking -Support -Standards Certification (of ITE programs) Curriculum development Funding for TPD
  • 9. • Social, cultural, historical context • Policy, regulation, economy • Professional norms • School characteristics • Systemic support structures • Personal & professional networks • Individual psychology social individual
  • 10. Policy case studies (Australian) 1. Literacy & numeracy tests for teachers 2. Australian Professional Standards for Teachers 3. NAPLAN/PISA 4. A new syllabus: Digital Technologies 5. “Teach for Australia” (or for America or for the UK)
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  • 19. NAPLAN/PISA • Impact on… • Curriculum • Classroom time • Teacher education • Autonomy • School identity • Social perception of education • Teachers’ basic psychological needs
  • 20. New public management “Professionals in schools have lost control of the field of judgment in regard to their practice, which has passed instead to the test constructors and system leaders, and the not-for-profits and edubusinesses that are often involved in test construction, information management, and data analysis” (Lingard, Sellar & Lewis, 2017)
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  • 24. Diversity • Who teaches? • Australian Indigenous representation • 1.2% of teachers • 4.9% of population (2012) https://www.nytimes.com/2017/04/15/opinion/sunday/th e-real-reason-black-kids-benefit-from-black- teachers.html
  • 25. Equity • Human geography • “The least well-prepared recruits are disproportionately assigned to teach the least advantaged students in high minority and low-income schools” (Darling-Hammond, 2000) • Extrinsic motivation?
  • 26. Summary 1. Aims of teacher education 2. How policy is used 3. Ways to analyse policy
  • 27. References & related reading • Darling-Hammond, L. (2000). How teacher education matters, Journal of Teacher Education, Vol. 51, No. 3 • Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice?. European Journal of Teacher Education, 40(3), 291-309. • Goertz, Margaret E. & Ekstrom, Ruth B. & Coley, Richard J. & Educational Testing Service. Division of Education Policy Research and Services. & National Institute of Education (U.S.). (1984). The impact of state policy on entrance into the teaching profession final report. Princeton, N.J : Division of Education Policy Research and Services, Educational Testing Service • Kelly, N., & Fogarty, R. (2015). An integrated approach to attracting and retaining teachers in rural and remote parts of Australia. Journal of Economic & Social Policy, 17(2), 1. • Lingard, B., Sellar, S., Lewis, S. (2017). Accountabilities in Schools and School Systems. Oxford Research Encyclopedia of Education. Oxford University Press. doi: 10.1093/acrefore/9780190264093.013.7 • Verger, A., Novelli, M., & Altinyelken, H. K. (2012). Global education policy and international development: An introductory framework. Global education policy and international development: New agendas, issues and policies, 3-32.

Editor's Notes

  1. Overview of the outcomes from today’s lecture, where: Is about foundations to get a sense of what ITE involves Is about the kinds of policies that govern ITE Is about perspectives for analysing and thinking about those policies
  2. Talk about how we can use all of the perspectives that you’ve been developing over the past months to apply them to this specific context of teacher education
  3. Use this to give them a sense of: The kinds of things that matter to teacher education That there is a huge amount of research into teacher education
  4. An overview of how policy affects teacher education at all levels Spend a lot of time here talking about examples
  5. Talk about the idea that we can come at this from multiple perspectives Teachers can be viewed as “HR units to be deployed” and a uniform “workforce” to be managed by numbers Teachers as people with basic psychological needs The diversity of backgrounds of teachers Diversity of contexts within which teachers work
  6. Talk about Michael Sandel and the economic basis of
  7. The far-reaching implications of the shift that is occurring
  8. Overview of the outcomes from today’s lecture, where: Is about foundations to get a sense of what ITE involves Is about the kinds of policies that govern ITE Is about perspectives for analysing and thinking about those policies