Skip to main content
SpringerLink
Log in

Professionalising Teacher Education: Evolution of a Changing Knowledge and Policy Landscape

  • Chapter
  • First Online:
International Handbook of Teacher Education

Abstract

This chapter draws on relevant literature to map the history, issues and research developments shaping policy and knowledge in teacher education. It examines the historical positioning and governance structures of teacher education in the past 40 years, identifying three phases of policy and knowledge structures that have shaped teacher education over this period, (1) teacher education as training under government control, (2) teacher education as learning to teach under institutional governance, and, (3) teacher education as policy in a governance context of professional self-regulation and deregulation. To inform this analysis, we examine the evolving knowledge base for teacher education which has informed these policy framings of teacher education over time as well as the questions currently being asked of teacher education globally including: What should (beginning) teachers know and be able to do? How can judgments be made about what (beginning) teachers know and are able to do? What is the value of teacher education? Current policy debates around teacher education governance are contextualised in the increasingly polarized agendas positioning the deregulation of university-based teacher preparation against a defence of professionalism grounded in the academy.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 259.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 329.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 329.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    However, some authors have considered teacher education in Canada to be a ‘policy backwater’ as recently as the early 2000s (see Walker & von Bergmann, 2013).

  2. 2.

    A 2013 Report from the National Council on Teacher Quality concluding that preservice teacher education is mired in mediocrity and does not improve student learning.

References

  • Adey, K. C. (1998). Preparing a profession: Report of the national standards and guidelines for initial teacher education project. Canberra, Australia: Australian Council of Deans of Education.

    Google Scholar 

  • Allard, A., Mayer, D., & Moss, J. (2014). Authentically assessing graduate teaching: Outside and beyond neo-liberal constructs. Australian Education Researcher, 41(4), 425–443. doi:10.1007/s13384-013-0140-x.

    Article  Google Scholar 

  • Allen, D., & Ryan, K. (1969). Microteaching. Reading, MA: Addison-Wesley.

    Google Scholar 

  • Anderson, L., Evertson, C., & Brophy, J. (1979). An experimental study of effective teaching in first-grade reading groups. The Elementary School Journal, 79, 193–223.

    Article  Google Scholar 

  • Aspland, T. (2006). Changing patterns of teacher education in Australia. Education Research and Perspectives, 133(2), 140–163.

    Google Scholar 

  • Auchmuty, J. C. (1980). Report of the national inquiry into teacher education. Canberra, Australia: Australian Government Publishing Service.

    Google Scholar 

  • Australian Association of Mathematics Teachers. (2006). Standards for excellence in teaching mathematics in Australian schools. Adelaide, SA: The Australian Association of Mathematics Teachers Inc.

    Google Scholar 

  • Australian College of Educators. (2003). Report of a national forum on teacher standards, quality and professionalism. Canberra, Australia: Commonwealth of Australia.

    Google Scholar 

  • Australian Science Teachers Association. (2002). National professional standards for highly accomplished teachers of science. Canberra, Australia: Australian Science Teachers Association.

    Google Scholar 

  • Ball, D. L., & Forzani, F. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60, 497–510.

    Article  Google Scholar 

  • Barber, M., & Mourshed, M. (2007). How the world’s best-performing school systems come out on top. McKinsey & Company. Retrieved from http://mckinseyonsociety.com/downloads/reports/Education/Worlds_School_Systems_Final.pdf

  • Bates, R. (2002). Australian teacher education: Some background observations. Journal of Education for Teaching: International Research and Pedagogy, 28(3), 217–220.

    Article  Google Scholar 

  • Bates, R. (2004). Regulation and autonomy in teacher education: Government, community or democracy? Journal of Education for Teaching: International Research and Pedagogy, 30(2), 117–130. doi:10.1080/0260747042000229744.

    Article  Google Scholar 

  • Ben-Peretz, M., Bromme, R., & Halkes, R. (Eds.). (1986). Advances of research on teacher thinking. Lisse, The Netherlands: Swets & Zeitlinger.

    Google Scholar 

  • Berliner, D. (2013). Problems with value-added evaluations of teachers? Let me count the ways! The Teacher Educator, 48(4), 235–243.

    Article  Google Scholar 

  • Boyd, D., Grossman, P., Lankford, H., Loeb, S., Michelli, N., & Wyckoff, J. (2006). Complex by design: Investigating pathways into teaching in New York city schools. Journal of Teacher Education, 57(2), 155–166.

    Article  Google Scholar 

  • Boyd, D., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. (2009). Teacher preparation and student achievement. Educational Evaluation and Policy Analysis, 31(4), 416–440.

    Article  Google Scholar 

  • British Educational Research Association (BERA). (2014). Research and the teaching profession: Building the capacity for a self-improving education system (Final report of the BERA-RSA inquiry into the role of research in teacher education). London: BERA.

    Google Scholar 

  • Brophy, J. E., & Good, T. L. (1986). Teacher behaviors and student achievement. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 332–375). New York: Macmillan.

    Google Scholar 

  • Brouwer, N., & Korthagen, F. (2005). Can teacher education make a difference? American Education Research Journal, 42(1), 153–224.

    Article  Google Scholar 

  • Brown, S., & McIntyre, D. (1988). The professional craft knowledge of teachers. Scottish Educational Review, Special Issue, 39–47.

    Google Scholar 

  • Bullough, R. V. J. (2014). Recalling 40 years of teacher education in the USA: A personal essay. Journal of Education for Teaching: International Research and Pedagogy, 40(5), 474–491. doi:10.1080/02607476.2014.956537.

    Google Scholar 

  • Burbules, N., & Densmore, K. (1991). The limits of making teaching a profession. Educational Policy, 5(1), 44–63.

    Article  Google Scholar 

  • Calderhead, J. (1987). Exploring teachers’ thinking. London: Cassell.

    Google Scholar 

  • Caldwell, B., & Sutton, D. (2010). Review of teacher education and school induction. Brisbane, Australia: Department of Education and Training, Queensland Government.

    Google Scholar 

  • Carter, A. (2015). Carter review of initial teacher training (ITT). London: Department of Education.

    Google Scholar 

  • Carter, K. (1990). Teachers’ knowledge and learning to teach. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 291–310). New York: Macmillan.

    Google Scholar 

  • Carter, K., Sabers, D., Cushing, K., Pinnegar, S., & Berliner, D. C. (1987). Processing and using information about students: A study of expert, novice and postulant teachers. Teaching and Teacher Education, 3, 147–157.

    Article  Google Scholar 

  • Centre for Education Policy and Analysis. (2012). Teacher pathway project. Teacher Policy Research. Retrieved October 14, 2014, from http://www.cepa.stanford.edu/tpr/teacher-pathway-project

  • Clandinin, D. J., & Connelly, F. M. (1987). Teachers’ personal knowledge: What counts as ‘personal’ in studies of the personal. Journal of Curriculum Studies, 19(6), 487–500.

    Article  Google Scholar 

  • Clark, C. (1988). Asking the right questions about teacher preparation: Contributions of research on teacher thinking. Educational Researcher, 17, 5–12.

    Article  Google Scholar 

  • Clark, C., & Peterson, P. (1986). Teachers’ thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 255–296). New York: Macmillan.

    Google Scholar 

  • Clarke, A., Triggs, V., & Nielsen, W. (2014). Cooperating teacher participation in teacher education: A review of the literature. Review of Educational Research, 84(2), 163–202.

    Article  Google Scholar 

  • Cochran-Smith, M. (2005). The new teacher education: For better or for worse? Educational Researcher, 34(7), 3–17.

    Article  Google Scholar 

  • Cochran-Smith, M. (2008). The new teacher education in the United States: Directions forward. Teachers and Teaching: Theory and Practice, 14(4), 271–282.

    Article  Google Scholar 

  • Cochran-Smith, M., Feiman-Nemser, S., & McIntyre, D. (Eds.). (2008). Handbook of research on teacher education: Enduring questions in changing contexts (3rd ed.). New York: Lawrence Erlbaum Associates/Routledge/Taylor & Francis Group.

    Google Scholar 

  • Cochran-Smith, M., & Fries, K. (2005). Researching teacher education in changing times: Politics and paradigms. In M. Cochran-Smith & K. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education. Mahwah, NJ: Lawrence Erlbaum Publishers.

    Google Scholar 

  • Cochran-Smith, M., Piazza, P., & Power, C. (2013). The politics of accountability: Assessing teacher education in the United States. The Educational Forum, 77(1), 6–27. doi:10.1080/00131725.2013.739015.

    Article  Google Scholar 

  • Cochran-Smith, M., & Zeichner, K. (Eds.). (2005). Studying teacher education: The report of the AERA panel on research and teacher education. Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Cofre, H., Gonzalez-Weil, C., Vergara, C., Santibanez, D., Furman, M., Podesta, M., et al. (2015). Science teacher education in South America: The case of Argentina, Colombia and Chile. Journal of Science Teacher Education, 26, 45–63. doi:10.1007/s10972-015-9420-9.

    Article  Google Scholar 

  • Committee for the Review of Teaching and Teacher Education. (2003). Australia’s teachers: Australia’s future. Advancing innovation, science, technology and mathematics. Canberra, Australia: Commonwealth of Australia.

    Google Scholar 

  • Conant, J. B. (1963). The education of American teachers. New York: McGraw-Hill.

    Google Scholar 

  • Connell, R. W. (2009). Good teachers on dangerous ground: Towards a new view of teacher quality and professionalism. Critical Studies in Education, 50(3), 213–229.

    Article  Google Scholar 

  • Conway, P. (2013). Cultural flashpoint: The politics of teacher education in Ireland. The Educational Forum, 77(1), 51–72.

    Article  Google Scholar 

  • Conway, P., Murphy, R., Rath, A., & Hall, K. (2009). Learning to teach and its implications for the continuum of teacher education: A nine-country cross-national study. Ireland, Europe: Teaching Council.

    Google Scholar 

  • Darling-Hammond, L. (1989). Accountability for professional practice. Teachers College Record, 91(1), 59–80.

    Google Scholar 

  • Darling-Hammond, L. (1990). Teacher professionalism: Why and how? In A. Lieberman (Ed.), Schools as collaborative cultures: Creating the future now. London: Falmer Press.

    Google Scholar 

  • Darling-Hammond, L. (1997). Doing what matters most: Investing in quality teaching. New York: National Commission on Teaching & America’s Future.

    Google Scholar 

  • Darling-Hammond, L. (2000a). How teacher education matters. Journal of Teacher Education, 51(3), 166–173.

    Article  Google Scholar 

  • Darling-Hammond, L. (2000b). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1), 1–44. Retrieved August 2005, from http://epaa.asu.edu/epaa/v2008n2001.html

    Google Scholar 

  • Darling-Hammond, L. (2004a). Inequality and the right to learn: Access to qualified teachers in California’s Public Schools. Teachers College Record, 106(10), 1936–1966.

    Article  Google Scholar 

  • Darling-Hammond, L. (2004b). Standards, accountability, and school reform. Teachers College Record, 106(6), 1047–1085.

    Article  Google Scholar 

  • Darling-Hammond, L. (2006). Assessing teacher education: The usefulness of multiple measures for assessing teacher outcomes. Journal of Teacher Education, 57(2), 120–138.

    Article  Google Scholar 

  • Darling-Hammond, L. (2013). Getting teacher evaluation right: What really matters for effectiveness and improvement. New York: Teachers College Press.

    Google Scholar 

  • Darling-Hammond, L., & Baratz-Snowden, J. (2007). A good teacher in every classroom: Preparing the highly qualified teachers our children deserve. Educational Horizons, 85(2), 111–132.

    Google Scholar 

  • Darling-Hammond, L., Barnett, B., & Thoreson, A. (2001). Does teacher certification matter? Evaluating the evidence. Educational Evaluation and Policy Analysis, 23(1), 57–77.

    Article  Google Scholar 

  • Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco: Jossey-Bass.

    Google Scholar 

  • Darling-Hammond, L., Holtzman, D. J., Gatlin, S. J., & Heilig, J. V. (2005). Does teacher preparation matter? Evidence about teacher certification, Teach for America, and teacher effectiveness. Education Policy Analysis Archives, 13(42), 1–51. Retrieved from November 13, 2007, from http://epaa.asu.edu/epaa/v13n42/

  • Day, C., Kingston, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities. British Educational Research Journal, 32(4), 601–616.

    Article  Google Scholar 

  • Day, C., Stobart, G., Sammons, P., & Kington, A. (2006). Variations in the work and lives of teachers: Relative and relational effectiveness. Teachers and Teaching: Theory and Practice, 12(2), 169–192.

    Article  Google Scholar 

  • Decker, P. T., Mayer, D. P., & Glazerman, S. (2004). The effects of teach for America on students: Findings from a national evaluation. Princeton, NJ: Mathematica Policy Research, Inc.

    Google Scholar 

  • Department of Education (DfE). (2010). The case for change. London: DfE.

    Google Scholar 

  • Department of Employment Education and Training. (1988). Strengthening Australia’s schools: A consideration of the focus and content of schooling. Canberra, Australia: Australian Government Publishing Service.

    Google Scholar 

  • Dixon, M., Mayer, D., Gallant, A., & Allard, A. (2011). Authentically assessing beginning teaching: Professional standards and teacher performance assessment. Report on a project funded by the Victorian department of education and early childhood education and the Victorian Institute of Teaching. Melbourne, Australia: Deakin University.

    Google Scholar 

  • Donaldson, G. (2010). Teaching Scotland’s future: Report of a review of teacher education in Scotland. Edinburgh, Scotland: Scottish Government.

    Google Scholar 

  • Duncan, A. (2009, October 22). Teacher preparation: Reforming the uncertain profession. Remarks of Secretary Arne Duncan at Teachers College, Columbia University. Retrieved from http://www.ed.gov/news/speeches/teacher-preparation-reforming-uncertainprofession

  • Dunkin, M. J., & Biddle, B. J. (1974). The study of teaching. New York: Holt, Rinehart and Winston.

    Google Scholar 

  • Dye, T. (1994). Understanding public policy. Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Dyson, M. (2005). Australian teacher education: Although reviewed to the eyeballs is there evidence of significant change and where to now? Australian Journal of Teacher Education, 30(1), 37–54.

    Article  Google Scholar 

  • Ebbeck, F. (1990). Teacher education in Australia: A report to the Australian Education Council by an AEC working party. Canberra, Australia: AGPS.

    Google Scholar 

  • Education and Training Committee. (2005). Step up, Step in, Step out: Report on the inquiry into the suitability of pre-service teacher training in Victoria. Melbourne, Australia: Parliament of Victoria.

    Google Scholar 

  • Elbaz, F. (1983). Teacher thinking: A study of practical knowledge. New York: Nichols Publishing.

    Google Scholar 

  • Elbaz, F. (1987). Teacher’s knowledge of teaching: Strategies for reflection. In J. Smyth (Ed.), Educating teachers: Changing the nature of pedagogical knowledge (pp. 45–53). Lewes, UK: Falmer Press.

    Google Scholar 

  • Evagorou, M., Dillon, J., Viiri, J., & Albe, V. (2015). Pre-service science teacher preparation in Europe: Comparing pre-service teacher preparation programs in England, France, Finland and Cyprus. Journal of Science Teacher Education, 26, 99–115. doi:10.1007/s10972-015-9421-8.

    Article  Google Scholar 

  • Finn, C., & Kanstoroom, M. (2000). Improving, empowering, dismantling. Washington, DC: Thomas B. Fordham Foundation.

    Google Scholar 

  • Fuller, E. (2014). Shaky methods, shaky motives: A critique of the national council of teacher quality’s review of teacher preparation programs. Journal of Teacher Education, 65(1), 63–77.

    Article  Google Scholar 

  • Furlong, J. (2013). Globalisation, Neoliberalism, and the reform of teacher education in England. The Educational Forum, 77(1), 28–50. doi:10.1080/00131725.2013.739017.

    Article  Google Scholar 

  • Furlong, J., Barton, L., Miles, S., Whiting, C., & Whitty, G. (2000). Teacher education in transition: Re-forming teacher professionalism. Buckingham, UK: Open University Press.

    Google Scholar 

  • Gage, N. (1963). Paradigms for research on teaching. In N. Gage (Ed.), The handbook of research on teaching. Chicago: Rand McNally.

    Google Scholar 

  • Gage, N. (1978). The scientific basis of the art of teaching. New York: Teachers College Press.

    Google Scholar 

  • Gardner, D., et al. (1983). A nation at risk: The imperative for educational reform. Washington, DC: National Commission on Excellence in Education.

    Google Scholar 

  • Gilroy, P. (2014). Policy interventions in teacher education: Sharing the English experience. Journal of Education for Teaching: International Research and Pedagogy, 40(5), 622–632. doi:10.1080/02607476.2014.957996.

    Google Scholar 

  • Glazerman, S., Mayer, D., & Decker, P. (2006). Alternative routes to teaching: The impacts of Teach for America on student achievement and other outcomes. Journal of Policy Analysis and Management, 25(1), 75–96.

    Article  Google Scholar 

  • Good, T., & Brophy, J. (1973). Looking into classrooms. New York: Harper & Row.

    Google Scholar 

  • Goodlad, J. I. (1990). Teachers for our nation’s schools. San Francisco: Jossey-Bass.

    Google Scholar 

  • Gore, J. (1987). Reflecting on reflective teaching. Journal of Teacher Education, 38(2), 33–39.

    Article  Google Scholar 

  • Gray, D., & Weir, D. (2014). Retaining public and political trust: Teacher education in Scotland. Journal of Education for Teaching: International Research and Pedagogy, 40(5), 569–587. doi:10.1080/02607476.2014.956541.

    Google Scholar 

  • Greenberg, J., Walsh, K., & McKee, A. (2015). Teacher prep review: A review of the nation’s teacher preparation programs. Washington, DC: National Council on Teacher Quality.

    Google Scholar 

  • Grimmett, P. (2009). Legitimacy and identity in teacher education: A micro-political struggle constrained by macro-political pressures. Asia Pacific Journal of Teacher Education, 37(1), 5–26.

    Article  Google Scholar 

  • Grossman, P. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.

    Google Scholar 

  • Grossman, P. (1994). Teachers’ knowledge. In T. Husen & T. N. Postlethwaite (Eds.), The international encyclopedia of education (2nd ed., Vol. 10, pp. 6117–6122). Oxford, UK: Pergamon.

    Google Scholar 

  • Grossman, P. (2008). Responding to our critics: From crisis to opportunity in research on teacher education. Journal of Teacher Education, 59(1), 10–23.

    Article  Google Scholar 

  • Grossman, P. (2011). A framework for teaching practice: A brief history of an idea. Teachers College Record, 113(12).

    Google Scholar 

  • Grossman, P., & McDonald, M. (2008). Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal, 45(1), 184–205.

    Article  Google Scholar 

  • Groundwater-Smith, S., Brennan, M., McFadden, M., & Mitchell, J. (2001). Secondary schooling in a changing world. Sydney, Australia: Harcourt.

    Google Scholar 

  • Hammerness, K., Darling-Hammond, L., & Bransford, J. (2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 358–389). San Francisco: Jossey Bass.

    Google Scholar 

  • Hargreaves, L., Cunningham, M., Everton, T., Hansen, A., Hopper, B., McIntyre, D., et al. (2006). The status of teachers and the teaching profession: Views from inside and outside the profession. Interim findings from the Teacher Status Project. Cambridge, UK: University of Cambridge and University of Leicester.

    Google Scholar 

  • Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Milton Park, Australia: Routledge.

    Google Scholar 

  • Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33–49.

    Article  Google Scholar 

  • Hobson, A. J., Malderez, A., Tracey, L., Homer, M. S., Ashby, P., Mitchell, N., et al. (2009). Becoming a Teacher: Teachers’ experiences of initial teacher training, Induction and early professional development (Final report). Nottingham, UK: Department for Children Schools and Families (DCSF).

    Google Scholar 

  • House of Representatives Standing Committee on Education and Vocational Training. (2007). Top of the class: Report on the inquiry into teacher education. Canberra, Australia: The Parliament of the Commonwealth of Australia.

    Google Scholar 

  • Howe, E. R. (2014). A narrative of teacher education in Canada: Multiculturalism, technology, bridging theory and practice. Journal of Education for Teaching: International Research and Pedagogy, 40(5), 588–599. doi:10.1080/02607476.2014.956540.

    Google Scholar 

  • Hoyle, E., & John, P. (1982). Professional knowledge and professional practice. London: Cassell.

    Google Scholar 

  • Hulme, M., & Sangster, P. (2013). Challenges of research(er) development in university schools of education: A Scottish case. Journal of Further and Higher Education, 37(2), 181–200.

    Article  Google Scholar 

  • Ingvarson, L. (2002a). Development of a national standards framework for the teaching profession (ACER policy briefs). Melbourne, Australia: Australian Council for Educational Research.

    Google Scholar 

  • Ingvarson, L. (2002b). Strengthening the profession? A comparison of recent reforms in the UK and the USA (ACER policy briefs). Melbourne, Australia: Australian Council for Educational Research.

    Google Scholar 

  • Ingvarson, L., Elliot, A., Kleinhenz, E., & McKenzie, P. (2006). Teacher education accreditation: A review of national and international trends and practices. Melbourne, Australia: Australian Council for Educational Research.

    Google Scholar 

  • Isenbarger, L., & Zembylas, M. (2006). The emotional labour of caring in teaching. Teaching and Teacher Education, 22(1), 120–134.

    Article  Google Scholar 

  • Kemmis, S., & McTaggart, R. (1988). The action research planner. Geelong, Australia: Deakin University Press.

    Google Scholar 

  • Kennedy, M. M. (2002). Knowledge and teaching. Teachers and Teaching: Theory and Practice, 8(3), 355–370.

    Article  Google Scholar 

  • Kennedy, M. M., Ahn, S., & Choi, J. (2008). The value added by teacher education. In M. Cochran-Smith, S. Feiman-Nemser, & J. McIntyre (Eds.), Handbook of research on teacher education: Enduring issues in changing contexts (3rd ed., pp. 1247–1272). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Koerner, J. (1963). The miseducation of American teachers. Baltimore: Penguin.

    Google Scholar 

  • Labaree, D. (2004). The trouble with ed schools. New Haven, CT/London: Yale University Press.

    Google Scholar 

  • Labaree, D. (2005). Life on the margins. Journal of Teacher Education, 56(3), 186–191.

    Article  Google Scholar 

  • Labaree, D. (2008). An uneasy relationship: The history of teacher education in the university. In M. Cochran-Smith, S. Feiman-Nemser, & D. McIntyre (Eds.), Handbook of research on teacher education: Emerging issues in changing contexts (3rd ed., pp. 290–306). Washington, DC: American Association of Teacher Educators.

    Google Scholar 

  • Laczko-Kerr, I., & Berliner, D. C. (2002). The effectiveness of “Teach for America” and other under-certified teachers on student academic achievement: A case of harmful public policy. Education Policy Analysis Archives, 10(37), 1–53. Retrieved July 13, 2008, from http://epaa.asu.edu/epaa/v10n37/

  • Le Cornu, R., & Ewing, R. (2008). Reconceptualising professional experiences in pre-service teacher education/reconstructing the past to embrace the future. Teaching and Teacher Education, 24(7), 1799–1812.

    Article  Google Scholar 

  • Levine, A. (2006). Educating school teachers. Washington, DC: Education Schools Project.

    Google Scholar 

  • Lingard, B., O’Brien, P., & Knight, J. (1993). Strengthening Australia’s schools through corporate federalism? Australian Journal of Education, 37(3), 231–247.

    Article  Google Scholar 

  • Liu, E., Liu, C., & Wang, J. (2015). Pre-service science teacher preparation in China: Challenges and promises. Journal of Science Teacher Education, 26, 29–44. doi:10.1007/s10972-014-9404-1.

    Article  Google Scholar 

  • Loewenberg Ball, D., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching. What makes it special? Journal of Teacher Education, 59(5), 389–407.

    Article  Google Scholar 

  • Louden, W. (2000). Standards for standards: The development of Australian professional standards for teachers. Australian Journal of Education, 44(2), 118–134.

    Article  Google Scholar 

  • Louden, W., Heldsinger, S., House, H., Humphry, S., & Darryl Fitzgerald, D. (2010). Learning from teacher education: The impact of teacher education on knowledge of literacy and mathematics teaching. Study of effective teacher education: Progress report 2. Canberra, Australia: Australian Institute for Teaching and School Leadership (AITSL).

    Google Scholar 

  • Louden, W., & Wallace, J. (1993). Competency standards in teaching. Unicorn, 19(1), 45–53.

    Google Scholar 

  • Loughran, J. (2005). Researching teaching about teaching: Self-study of teacher education practices. Studying Teacher Education, 1(1), 5–16.

    Article  Google Scholar 

  • Loughran, J., Berry, A., & Mulhall, P. (2012). Understanding and developing science teachers’ pedagogical content knowledge. Rotterdam, The Netherlands: Sense.

    Book  Google Scholar 

  • Loughran, J., & Russell, T. (Eds.). (2002). Improving teacher education through self-study practices. London: Routledge.

    Google Scholar 

  • Ludlow, L., Mitescu, E., Pedulla, J., Cochran-Smith, M., Cannady, M., Enterline, S., et al. (2010). An accountability model for initial teacher education. Journal of Education for Teaching: International Research and Pedagogy, 36(4), 353–368. doi:10.1080/02607476.2010.513843.

    Article  Google Scholar 

  • MacBeath, J. (2012). Future of teaching profession. Cambridge, UK: Education International Research Institute, University of Cambridge.

    Google Scholar 

  • Marland, P. (1986). Models of teachers’ interactive thinking. The Elementary School Journal, 87(2), 209–226.

    Article  Google Scholar 

  • Martinez, K. (1990). Critical reflections on critical reflection in preservice teacher education. The Journal of Teaching Practice, 10(2), 20–28.

    Google Scholar 

  • Mayer, D. (2005). Reviving the ‘Policy Bargain’ discussion: The status of professional accountability and the contribution of teacher performance assessment. The Clearing House, 78(4), 177–181.

    Article  Google Scholar 

  • Mayer, D., Luke, C., & Luke, A. (2008). Teachers, national regulation and cosmopolitanism. In A. Phelan & J. Sumsion (Eds.), Critical readings in teacher education: Provoking absences (pp. 79–98). Rotterdam, The Netherlands: Sense Publishers.

    Google Scholar 

  • Mayer, D., Mitchell, J., Macdonald, D., & Bell, R. (2005). Professional standards for teachers: A case study of professional learning. Asia Pacific Journal of Teacher Education, 33(2), 159–179.

    Article  Google Scholar 

  • Mayer, D., Pecheone, R., & Merino, N. (2012). Rethinking teacher education in Australia: The teacher quality reforms. In A. Lieberman & L. Darling-Hammond (Eds.), Teacher education around the world: Changing policies and practices (pp. 110–129). New York: Routledge.

    Google Scholar 

  • McCaffrey, D. F., Lockwood, J. R., Koretz, D. L., & Hamilton, L. S. (2004). Evaluating value-added models for teacher accountability. Santa Monica, CA: RAND.

    Google Scholar 

  • Menter, I., & Hulme, M. (2011). Teacher education reform in Scotland: National and global influences. Journal of Education for Teaching: International Research and Pedagogy, 37(4), 387–397.

    Google Scholar 

  • Menter, I., Hulme, M., Elliot, D., & Lewin, J. (2010). Literature review on teacher education in the twenty-first century. Edinburgh, Scotland: Education Analytical Services, Schools Research, Scottish Government.

    Google Scholar 

  • Ministerial Council on Education Employment Training and Youth Affairs. (2003). National framework for professional standards for teaching. Melbourne, Australia: MCEETYA.

    Google Scholar 

  • Moore, A. (2004). The good teacher: Dominant discourses in teaching and teacher education. Abingdon, UK: Routledge.

    Book  Google Scholar 

  • Murray, J., & Passy, R. (2014). Primary teacher education in England: 40 years on. Journal of Education for Teaching: International Research and Pedagogy, 40(5), 492–506. doi:10.1080/02607476.2014.956542.

    Google Scholar 

  • Murray, S., Nuttall, J., & Mitchell, J. (2008). Research into initial teacher education in Australia: A survey of the literature 1995–2004. Teaching and Teacher Education, 24(1), 225–239.

    Article  Google Scholar 

  • National Research Council. (2010). Preparing teachers: Building evidence for sound policy. Committee on the study of Teacher Preparation Programs in the United States; National Research Council. Washington, DC: National Academies Press.

    Google Scholar 

  • Noffke, S. E., & Brennan, M. (1991). Student teachers use action research: Issues and examples. In B. R. Tabachnick & K. Zeichner (Eds.), Issues and practices in inquiry-oriented teacher education (pp. 186–201). London: Falmer.

    Google Scholar 

  • Ogunniyi, M. B., & Rollnick, M. (2015). Pre-service science teacher education in Africa: Prospects and challenges. Journal of Science Teacher Education, 26, 65–79. doi:10.1007/s10972-014-9415-y.

    Article  Google Scholar 

  • Organisation for Economic Co-operation and Development (OECD). (2005). Teachers matter: Attracting, developing and retaining effective teachers. Paris: OECD.

    Google Scholar 

  • Organisation for Economic Co-operation and Development (OECD). (2007). Improving the quality of teacher education. Paris: OECD.

    Google Scholar 

  • Pecheone, R., & Chung, R. (2006). Evidence in teacher education. Journal of Teacher Education, 57(1), 22–36.

    Article  Google Scholar 

  • Philips, D., & Ochs, K. (2004). Researching policy borrowing: Some methodological challenges in comparative education. British Educational Research Journal, 30(6), 773–784.

    Article  Google Scholar 

  • Preston, B., & Kennedy, K. (1995). The national competency framework for beginning teaching: A radical approach to initial teacher education. Australian Education Researcher, 22(2), 27–62.

    Article  Google Scholar 

  • Ramsey, G. (2000). Quality matters: Revitalising teaching, critical times, critical choices. Report of the review of teacher education, New South Wales. Sydney, Australia: NSW Department of Education and Training.

    Google Scholar 

  • Reid, J. (2011a). Doing it by the numbers? Educational research and teacher education. The Australian Educational Researcher, 38(4), 383–400.

    Article  Google Scholar 

  • Reid, J. (2011b). A practice turn for teacher education? Asia-Pacific Journal of Teacher Education, 39(4), 293–310.

    Article  Google Scholar 

  • Rizvi, F., & Lingard, R. (2010). Globalizing education policy. London: Routledge.

    Google Scholar 

  • Sahlberg, P. (2007). Education policies for raising student learning: The Finnish approach. Journal of Educational Policy, 22(2), 147–171.

    Article  Google Scholar 

  • Sanders, D., & McCutcheon, G. (1985). The development of practical theories of teaching. Journal of Curriculum and Supervision, 21(1), 50–67.

    Google Scholar 

  • Schatzki, T. (2002). The site of the social: A philosophical exploration of the constitution of social life and change. University Park, PA: PU Press.

    Google Scholar 

  • Schatzki, T., Knorr-Cetina, K., & von Savigny, E. (Eds.). (2001). The practice turn in contemporary theory. New York: Routledge.

    Google Scholar 

  • Schleicher, A. (2011). Building a high-quality teaching profession: Lessons from around the world. Paris: OECD Publishing.

    Book  Google Scholar 

  • Schon, D. (1983). The reflective practitioner. New York: Basic Books.

    Google Scholar 

  • Schön, D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.

    Google Scholar 

  • Shotter, J. (1993). Cultural politics of everyday life. Toronto, ON: University of Toronto Press.

    Google Scholar 

  • Shulman, L. (1998a). Teaching and teacher education among the professions. 38th Charles W. Hunt memorial lecture. Washington, DC: AACTE Publications.

    Google Scholar 

  • Shulman, L. (1998a). Theory, practice, and the education of professionals. The Elementary School Journal, 98(5), 511–526.

    Article  Google Scholar 

  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.

    Article  Google Scholar 

  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.

    Article  Google Scholar 

  • Simons, M., & Kelchtermans, G. (2008). Teacher professionalism in Flemish policy on teacher education: A critical analysis of the Decree on teacher education (2006) in Flanders, Belgium. Teachers and Teaching: Theory and Practice, 14(4), 283–294.

    Article  Google Scholar 

  • Sleeter, C. (2014). Towards teacher education research that informs policy. Educational Researcher, 43(3), 146–153.

    Article  Google Scholar 

  • Smith, R., & Weaver, C. (1998). The end of teacher education? Strong signals and weak directions. Change: Transformations in Education, 1(1), 32–47.

    Google Scholar 

  • Smyth, J. (1989). Developing and sustaining critical reflection in teacher education. Journal of Teacher Education, 40(2), 2–9.

    Article  Google Scholar 

  • St. Maurice, H., & Shaw, P. (2004). Teacher portfolios come of age: A preliminary study. NAASP Bulletin, 88, 15–25.

    Article  Google Scholar 

  • Standards for Teachers of English Language and Literacy in Australia (STELLA). (2002). From http://www.stella.org.au/statements.jsp

  • Storey, A. (2006). The search for teacher standards: A nationwide experiment in the Netherlands. Journal of Educational Policy, 21(2), 215–234.

    Article  Google Scholar 

  • Tatto, M. T. (2013). The role of research in international policy and practice in teacher education. Research and teacher education: The BERA-RSA inquiry. London: British Educational Research Association (BERA).

    Google Scholar 

  • Teacher Education Ministerial Advisory Group. (2014, December). Action now: Classroom ready teachers. Canberra, Australia: Australian Government.

    Google Scholar 

  • Thames, M. H., & Ball, D. L. (2010). What math knowledge does teaching require? Teaching Children Mathematics, 17(4), 220–229.

    Google Scholar 

  • The Abell Foundation. (2001). Teacher certification reconsidered: Stumbling for quality. Baltimore: The Abell Foundation.

    Google Scholar 

  • The Carnegie Taskforce on Teaching as a Profession. (1986). A nation prepared: Teachers for the 21st century. Washington, DC: Carnegie Forum on Education and the Economy.

    Google Scholar 

  • The Holmes Group. (1986). Tomorrow’s teachers: A report of the Holmes Group. East Lansing, MI: The Holmes Group.

    Google Scholar 

  • The Teaching Commission. (2004). Teaching at risk: A call to action. New York: Author.

    Google Scholar 

  • Tom, A. (1997). Redesigning teacher education. Albany, NY: SUNY Press.

    Google Scholar 

  • Tripp, D. H. (1993). Critical incidents in teaching: Developing professional judgement. London: Routledge.

    Google Scholar 

  • Turney, C. (1975). Sydney micro-skills: Skills for teachers handbook. Sydney, Australia: University of Sydney Press.

    Google Scholar 

  • US Department of Education. (2003). Meeting the highly qualified teacher challenge: The Secretary’s second annual report on teacher quality. Washington, DC: US Department of Education.

    Google Scholar 

  • US Department of Education. (2004). Meeting the highly qualified teacher challenge: The Secretary’s third annual report on teacher quality. Washington, DC: US Department of Education.

    Google Scholar 

  • US Department of Education. (2011, September). Our future, our teachers: The Obama Administration’s plan for teacher education reform and improvement. Washington, DC: US DOE. Retrieved from http://www.ed.gov/sites/default/files/our-future-our-teachers.pdf

  • Van Driel, J. H., & Berry, A. (2012). Teacher professional development focusing on pedagogical content knowledge. Educational Researcher, 41(1), 26–28.

    Article  Google Scholar 

  • van Manen, M. (1991a). Reflectivity and the pedagogical moment: The normativity of pedagogical thinking and acting. Journal of Curriculum Studies, 23(6), 507–536.

    Article  Google Scholar 

  • van Manen, M. (1991b). The tact of teaching. New York: SUNY Press.

    Google Scholar 

  • Vasquez Heilig, J., & Jez, S. J. (2014). Teach for America: A return to the evidence. Boulder, CO: National Education Policy Center.

    Google Scholar 

  • Vick, M. (2006). ‘It’s a difficult matter’: Historical perspectives on the enduring problem of the practicum in teacher preparation. Asia-Pacific Journal of Teacher Education, 34(2), 181–198.

    Article  Google Scholar 

  • Walker, J., & von Bergmann, H. (2013). Teacher education policy in Canada: Beyond professionalization and deregulation. Canadian Journal of Education, 36(4), 65–92.

    Google Scholar 

  • Whitty, G. (1989). The new right and the national curriculum: State control or market forces? Journal of Educational Policy, 4, 329–341.

    Article  Google Scholar 

  • Whitty, G. (2014). Recent developments in teacher training and their consequences for the ‘University Project’ in education. Oxford Review of Education, 40(4), 466–481.

    Article  Google Scholar 

  • Wilson, S. M., Shulman, L. S., & Richert, A. E. (1987). 150 different ways of knowing: Representations of knowledge in teaching. In J. Calderhead (Ed.), Exploring teachers’ thinking (pp. 101–124). London: Cassell.

    Google Scholar 

  • Xu, Z., Hannaway, J., & Taylor, C. (2009). Making a difference? The effects of teach for America in high school. Journal of Policy Analysis and Management, 30(3), 447–469.

    Article  Google Scholar 

  • Yinger, R., & Hendricks-Lee, M. S. (2000). The language of standards and teacher education reform. Educational Policy, 14(1), 94–106.

    Article  Google Scholar 

  • Zeichner, K. (1987). Preparing reflective teachers: An overview of instructional strategies which have been employed in preservice teacher education. International Journal of Educational Research, 11(5), 565–575.

    Article  Google Scholar 

  • Zeichner, K. (1999). The new scholarship in teacher education. Educational Researcher, 28(9), 4–15.

    Article  Google Scholar 

  • Zeichner, K. (2005). A research agenda for teacher education. In M. Cochran-Smith & K. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 737–759). Mahwah, NJ: Lawrence Erlbaum Publishers.

    Google Scholar 

  • Zeichner, K. (2009). Teacher education and the struggle for social justice. New York: Routledge.

    Google Scholar 

  • Zeichner, K. (2011). Assessing state and federal policies to evaluate the quality of teacher preparation programs. In P. Earley, D. Imig, & N. Michelli (Eds.), Teacher education policy in the United States: Issues and tensions in an era of evolving expectations (pp. 76–105). New York: Routledge.

    Google Scholar 

  • Zeichner, K. (2012). The turn once again toward practice-based teacher education. Journal of Teacher Education, 63(5), 376–382.

    Article  Google Scholar 

  • Zeichner, K. (2014). The struggle for the soul of teaching and teacher education in the USA. Journal of Education for Teaching, 40(5), 551–568.

    Google Scholar 

  • Zeichner, K., & Liston, D. (1987). Teaching student teachers to reflect. Harvard Educational Review, 57(1), 23–48.

    Article  Google Scholar 

  • Zeichner, K., Payne, K., & Brayko, K. (2015). Democratizing teacher education. Journal of Teacher Education, 66, 122–135. doi:10.1177/0022487114560908.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Sydney University, Sydney, Australia

    Diane Mayer

  2. Faculty of Education, Charles Sturt University, Sydney, Australia

    Jo-Anne Reid

Authors
  1. Diane Mayer
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Jo-Anne Reid
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Diane Mayer .

Editor information

Editors and Affiliations

  1. Faculty of Education, Monash University, Clayton, Victoria, Australia

    John Loughran

  2. School of Education, University of Kansas, Lawrence, Kansas, USA

    Mary Lynn Hamilton

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer Science+Business Media Singapore

About this chapter

Cite this chapter

Mayer, D., Reid, JA. (2016). Professionalising Teacher Education: Evolution of a Changing Knowledge and Policy Landscape. In: Loughran, J., Hamilton, M. (eds) International Handbook of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-0366-0_12

Download citation

  • DOI: https://doi.org/10.1007/978-981-10-0366-0_12

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-0364-6

  • Online ISBN: 978-981-10-0366-0

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation