ABSTRACT

The low Australian Tertiary Admissions Ranks (ATARs) of Initial Teacher Education (ITE) students are routinely highlighted in the media and in reviews of ITE, with the perception that such students will be unable to become effective teachers. As part of the NSW Government’s Great Teaching, Inspired Learning (GTIL) Framework, minimum academic entrance standards were introduced in 2016, with the intention of improving both teacher status and quality. Drawing upon Ball’s notion of policy effects and policy enactment, this paper critically explores these increased academic admissions requirements and reports on one aspect of a multiple case study research project. In doing so, I respond to the following research question, “what are the first and second order effects of policy designed to regulate admission into ITE in NSW?” Using interviews with senior ITE academics and university student recruitment personnel, findings from the study indicate that the policy has impacted the structure of ITE degrees, the quality, number and diversity of ITE students and is possibly excluding potential ITE students. I argue that despite these effects, in practice the same students are entering ITE, therefore demonstrating the disjoint between intention and enactment in policy implementation.

摘要

在媒体和ITE的评论中，通常会强调初始教师教育（ITE）学生的澳大利亚高等教育入学排名（ATAR）低，他们认为这些学生将无法成为有效的教师。作为新南威尔士州政府出色教学的一部分，启发性学习（GTIL）框架，2016年引入了最低入学标准，旨在提高教师的地位和质量。借鉴Ball的政策效果和政策制定概念，本文批判性地探索了这些不断增加的入学要求，并就多案例研究项目的一个方面进行了报告。为此，我回答了以下研究问题：“旨在规范新南威尔士州ITE入学政策的一阶和二阶效应是什么？” 通过对高级ITE学者和大学生招募人员的采访，研究结果表明该政策影响了ITE学位的结构，ITE学生的质量，数量和多样性，并且可能排除了潜在的ITE学生。我认为尽管有这些影响，