ABSTRACT

Mounting criticism suggests that the recent introduction of a ‘gatekeeping’ test to improve the quality of teachers in Australia—the Literacy and Numeracy Test for Initial Teacher Education (LANTITE)—has had limited success in achieving its aim. Shaped by a discourse of inputs on how teacher quality might be achieved (‘quality in, quality out’), LANTITE was to address the apparent decline in the quality of Australian teachers by reforming how candidates were being admitted into initial teacher education courses. This paper presents a quantitative analysis of 2,013 LANTITE scores, alongside the qualitative perspectives of 109 final year teacher candidates, to argue that LANTITE does little to change who gains admission into initial teacher education but is instead an ineffective mechanism for improving quality and a costly hurdle for candidates.

摘要

越来越多的批评表明，最近为提高澳大利亚教师的素质而引入的“门卫”测试—初等教师教育的扫盲和算术测试（LANTITE）在实现其目标方面取得的成功有限。LANTITE由关于如何实现教师质量（“质量入内，质量出众”）的输入讨论形成，旨在通过改革考生如何被录取进入初始教师教育课程来解决澳大利亚教师质量明显下降的问题。本文介绍了对2013个LANTITE分数的定量分析，以及对109名最后一年的教师候选人的定性分析，认为LANTITE并没有改变谁被初等教师教育录取，但它不是提高质量和代价高昂的障碍的有效机制。对于候选人。