ABSTRACT

All teachers in Australia must now achieve and maintain certification through mandatory accreditation processes that include specified professional learning hours. While key policies that outline teacher professional learning in Australia and New South Wales make no specific reference to a role for universities, this discussion paper proposes that the new teacher accreditation landscape provides opportunities for universities to work collaboratively with education systems to co-design and deliver contextually relevant teacher professional learning, support teachers-as-researchers and support schools to become learning communities. This collaboration would advance the policy agenda inherent in the accreditation processes by developing the intended culture of professional learning among teachers, education systems and universities that goes beyond mandated professional learning hours. We review the Australian policy context from a systems-thinking perspective and argue that university Schools and Faculties of Education (called SOE throughout this paper) work across multiple levels in education systems and are thus uniquely positioned to co-design and deliver relevant and contextually significant learning opportunities that foster teacher professional learning and school improvement.

摘要

现在，澳大利亚的所有教师都必须通过包括指定专业学习时间在内的强制性认证程序获得并保持认证。虽然概述澳大利亚和新南威尔士州教师专业学习的关键政策并未具体提及大学的作用，但本讨论文件提出，新的教师认证格局为大学与教育系统合作共同设计和交付提供了机会上下文相关的教师专业学习，支持教师作为研究人员并支持学校成为学习社区。这种合作将通过在教师中培养预期的专业学习文化来推进认证过程中固有的政策议程，超出规定的专业学习时间的教育系统和大学。我们从系统思维的角度回顾了澳大利亚的政策背景，并认为大学学院和教育学院（本文中称为 SOE）在教育系统的多个层面开展工作，因此具有独特的优势，可以共同设计和提供相关且具有背景意义的课程促进教师专业学习和学校进步的学习机会。