Journal article
Origins of primary specialisation in Australian education policy: what’s the problem represented to be?
Australian Educational Researcher, Vol.47(5), pp.725-740
2020
Abstract
Recent reforms in Initial Teacher Education (ITE) in Australia have called for primary pre-service teachers to graduate with a specialisation in a priority learning area. This represents a significant change to the way that primary teachers are prepared. In this paper, we use Carol Bacchi’s What’s the Problem Represented to be? approach (WPR) to analyse the discourses present in four policy documents that have led to the introduction of primary specialisations in Australian education. The policy analysis reveals that the introduction of primary specialisations does not have a strong evidence base. Moreover, slippage in definitions causes confusion about what the role entails, with certain people marginalised by this policy direction. Recommendations are given for how teachers and teacher educators can work effectively within this new policy context.
Details
- Title
- Origins of primary specialisation in Australian education policy: what’s the problem represented to be?
- Authors
- Theresa Bourke (Corresponding Author) - Queensland University of TechnologyReece Mills (Author) - Queensland University of TechnologyErin Siostrom (Author) - Queensland University of Technology
- Publication details
- Australian Educational Researcher, Vol.47(5), pp.725-740
- Publisher
- Springer Netherlands
- DOI
- 10.1007/s13384-019-00370-y
- ISSN
- 2210-5328
- Organisation Unit
- University of the Sunshine Coast, Queensland; School of Education - Legacy; School of Education and Tertiary Access
- Language
- English
- Record Identifier
- 99489908202621
- Output Type
- Journal article
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