Conceptualising the impact of initial teacher education

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dc.contributor.author Ell, Fiona en
dc.contributor.author Simpson, A en
dc.contributor.author Mayer, D en
dc.contributor.author McLean Davies, L en
dc.contributor.author Clinton, J en
dc.contributor.author Dawson, G en
dc.date.accessioned 2019-06-18T21:50:49Z en
dc.date.issued 2019-03 en
dc.identifier.issn 2210-5328 en
dc.identifier.uri http://hdl.handle.net/2292/47112 en
dc.description.abstract In the current context, where global comparative education testing plays an increasing role in education policy and teacher quality is identified as a key to economic performance, initial teacher education has become a focus of concern and reform. Questions are asked about the impact of university-based teacher preparation, and ‘alternate routes’ into teaching emerge. Currently, in Anglophone countries, there is a turn towards practice and away from preparation that is seen as overly theoretical. In this paper, we propose a conceptual model of initial teacher education impact that examines the breadth of ways in which university-based teacher education impacts on the education system, positioning initial teacher education as more than just a source of newly qualified teachers. Using a complexity thinking framework, this paper offers a nuanced way to conceptualise initial teacher education impact that acknowledges the integrated nature of the education system and the way in which all stakeholders work together to improve student learning. en
dc.publisher Springer Verlag en
dc.relation.ispartofseries The Australian Educational Researcher en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Conceptualising the impact of initial teacher education en
dc.type Journal Article en
dc.identifier.doi 10.1007/s13384-018-0294-7 en
pubs.issue 1 en
pubs.begin-page 177 en
pubs.volume 46 en
dc.rights.holder Copyright: The author en
pubs.end-page 200 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 761598 en
pubs.org-id Education and Social Work en
pubs.org-id Curriculum and Pedagogy en
pubs.record-created-at-source-date 2019-02-15 en
pubs.online-publication-date 2018-12-20 en


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