Policy reform: testing times for teacher education in Australia

Fitzgerald, Tanya; Knipe, Sally

doi:10.1080/00220620.2016.1210588

Cited by 26 publications

(9 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It leads to the erosion of teacher autonomy, along with their personal and professional identities (Day 2002 ). Ultimately teachers’ knowledge and professional practices are diminished (Giroux 2010 ; Fitzgerald and Knipe 2016 ; McLaren and Farahmandpur 2006 ).…”

Section: Exploring Issues Relating To Creating a Quality Curriculummentioning

confidence: 99%

Developing a quality curriculum in a technological era

Twining

Butler²,

Fisser³

et al. 2020

Education Tech Research Dev

View full text Add to dashboard Cite

Section: Exploring Issues Relating To Creating a Quality Curriculummentioning

confidence: 99%

Developing a quality curriculum in a technological era

Twining

Butler²,

Fisser³

et al. 2020

Education Tech Research Dev

View full text Add to dashboard Cite

“…The nature of teachers' work and working conditions has been affected by changes in education policy (Fitzgerald and Knipe, 2016;Fitzgerald et al, 2018;McGrath-Champ et al, 2019). The Australian policy context in education, as well as that of NSW, now reflects the governance reforms that have become commonplace among western nations (Ball, 2008;Connell, 2013;McKenzie et al, 2015;Niesche and Thomson, 2017).…”

Section: Background: Nsw Education Policy and Teacher Unionsmentioning

confidence: 99%

Intensification of teachers’ work under devolution: A ‘tsunami’ of paperwork

Fitzgerald

McGrath‐Champ

Stacey

et al. 2018

Journal of Industrial Relations

View full text Add to dashboard Cite

Australian public school teachers work some of the longest weekly hours among Organisation for Economic Co-operation and Development countries, particularly in the state of New South Wales where average hours are officially in, or near, the statistical category of ‘very long working hours’. These reports of a high workload have occurred alongside recent policy moves that seek to devolve responsibility for schooling, augmenting teacher and school-level accountability. This article explores changes in work demands experienced by New South Wales teachers. As part of a larger project on schools as workplaces, we examine teaching professionals’ views through interviews with teacher union representatives. Consistent with a model of work intensification, workload increases were almost universally reported, primarily in relation to ‘paperwork’ requirements. However, differences in the nature of intensification were evident when data were disaggregated according to socio-educational advantage, level of schooling (primary or secondary) and location. The distinct patterns of work intensification that emerge reflect each school’s relative advantage or disadvantage within the school marketplace, influenced by broader neoliberal reforms occurring within the state and nation.

show abstract

“…In recent years, governments and education departments have responded to the proposed teaching ‘crisis’ by attempting to change the composition of the teaching workforce. These efforts have included increased regulation and surveillance of pre-service teachers; the introduction of new academic benchmarks for those wishing to enter teacher education degrees; as well as literacy and numeracy tests for pre-service teachers (Fitzgerald & Knipe, 2016 ). Recently, the public school system in New South Wales (NSW) announced that teachers entering the system will also be required to demonstrate ‘superior’ cognitive and emotional intelligence, through measures such as high university achievement (Turner & Stough, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Do disadvantaged schools have poorer teachers? Rethinking assumptions about the relationship between teaching quality and school-level advantage

2021

View full text Add to dashboard Cite

Improving educational performance, including narrowing equity gaps, is frequently touted as a matter of improving the quality of teachers in the lowest performing, often disadvantaged, schools. However, the assumption that teaching is of poorer quality in disadvantaged schools is largely unsubstantiated. Using the Quality Teaching Model of pedagogy, we observed 832 lessons in 193 New South Wales primary schools and found a small relationship between teaching quality and school-level advantage. However, when 174 teachers from across the school spectrum participated in Quality Teaching Rounds we found equivalent, and substantial, gains in teaching quality across all levels of school advantage. This result indicates that differences in teaching quality are less a reflection of teacher capabilities than of the challenging circumstances in disadvantaged schools. We argue that policies seeking more equitable achievement should address wider social inequities, rather than unfairly blaming teachers for being unable to level an unequal playing field.

show abstract

Policy reform: testing times for teacher education in Australia

Cited by 26 publications

References 17 publications

Developing a quality curriculum in a technological era

Developing a quality curriculum in a technological era

Intensification of teachers’ work under devolution: A ‘tsunami’ of paperwork

Do disadvantaged schools have poorer teachers? Rethinking assumptions about the relationship between teaching quality and school-level advantage

Contact Info

Product

Resources

About