No abstract

Studying the effectiveness of teacher education Report Principals and new teachers in Victoria and Queensland are invited to participate in a longitudinal study designed to investigate teacher preparation and induction. The project, known as Studying the Effectiveness of Teacher Education (SETE), is focusing on how well new teachers feel prepared for the variety of school settings in which they are employed, and also analyses graduate employment destinations, pathways into the profession and teacher attrition and retention. The SETE project is the first of its kind in Australia in terms of breadth and scope, involving up to 15,000 early career teachers and 1,600 principals. Its results will inform policies and practices for effective pre-service teacher education and induction into the profession. SETE emerged from, and is supported by, a strong partnership between Deakin University, the Victorian Department of Education and Early Childhood Development (DEECD), the Queensland Department of Education and Training (QDET), the Victorian Institute of Teaching (VIT), the Queensland College of Teachers (QCT) and Griffith University. It has received funding from the Australian Research Council.

In this paper images are used to support the conceptualisation and recognition of embodied pedagogy. Analysis of data gathered during an arts-based teaching project in pre-service teacher education revealed the presence of an embodied pedagogy and supports the further deployment of embodied teaching and learning in teacher education. Embodied pedagogy includes embodied teaching and embodied learning but is conceptualised through 'pedagogy as relational' -between teaching and learning and between teacher and learner. Through image this paper presents traces of embodied pedagogy from the classroom. These tracings of embodied pedagogy in classrooms defy baseline certainty and instead assert Benjamin's thesis that knowledge can only 'stand up' through multiplicity, through all acts of knowing.

Studying the effectiveness of teacher education Report Principals and new teachers in Victoria and Queensland are invited to participate in a longitudinal study designed to investigate teacher preparation and induction. The project, known as Studying the Effectiveness of Teacher Education (SETE), is focusing on how well new teachers feel prepared for the variety of school settings in which they are employed, and also analyses graduate employment destinations, pathways into the profession and teacher attrition and retention. The SETE project is the first of its kind in Australia in terms of breadth and scope, involving up to 15,000 early career teachers and 1,600 principals. Its results will inform policies and practices for effective pre-service teacher education and induction into the profession. SETE emerged from, and is supported by, a strong partnership between Deakin University, the Victorian Department of Education and Early Childhood Development (DEECD), the Queensland Department of Education and Training (QDET), the Victorian Institute of Teaching (VIT), the Queensland College of Teachers (QCT) and Griffith University. It has received funding from the Australian Research Council.

This article stems from recent policy research involving participants in an international higher education program. Story lines of the program from Thai and Australian policy makers and policy actors are interpreted from a poststructural stance. Through the multiple and shifting positionings of the participants, agency and identity within this globalised space is constructed and reconstructed. The study contributes constructions of the relationship between globalisation and international higher education previously obscured by the apparent domination of the neoliberal discourse. Possibilities for international higher education as constructive of globalisation are encountered in these policy readings.