Source: Asia-Pacific Journal of Teacher Education, Volume 38, Issue 3, pages 181 – 193, (August 2010).
In this article, the authors discuss policy and practice relevant to teacher education and professional experience programs in Australia.
This discussion has two purposes: to assist reading the Australian teacher education's past and present, and to offer strategic direction with respect to the challenges and opportunities that are emerging within the Australian context.
The authors provide a meta-analysis of current major trends in Australian educational reform and the implications of an 'education revolution' for professional experience.
The paper maps and explores broadly key education agendas of 'productivity, participation and quality'.
In relation to these agendas, significant policy trends are identified under the headings of partnerships, preparation and professional learning. Furthermore, the implications of each policy trend for the field of teacher education and professional experience are explored.
The authors compare between similar reforms that have occurred in Scotland and England to provide insights and alternative directions for those working in the field.
Finally, the authors provide a range of possibilities and suggestions, along with cautionary tales of locally based professional experience practices.
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