ABSTRACT

In the past decade, notions of teacher professionalism have been associated with increased accountability, standards, performance assessments, and teacher testing, and impacted by alternative pathways into the profession that downplays professional education and foreground subject content knowledge expertise and opportunity to learn on the job. This paper examines the relationship between teacher professionalism and teacher education in Australia and England. It analyses the ways in which professionalism is constructed in teacher education policy and related directives in each country. We argue that professionalism in these countries is being (re)constructed through performance management, standards and increased accountability as managerial professionalism. Teacher education policies fail to acknowledge the importance of preparing research literate teachers and teacher-researchers. They also fail to capitalise on opportunities for teacher education research to inform evidence requirements for accountability purposes. In these ways, teacher education policies in Australia and England are de-professionalising teachers and teacher educators.

摘要

在过去的十年中，教师专业化的概念与责任感，标准，绩效评估和教师测试的增加相关联，并且受到进入该专业的替代途径的影响，这种替代途径淡化了专业教育和前台学科内容知识的专业知识以及在职学习的机会。本文研究了澳大利亚和英国的教师专业水平与教师教育之间的关系。它分析了每个国家在教师教育政策和相关指令中建立专业化的方式。我们认为，这些国家的专业精神正在通过绩效管理，标准和作为管理专业精神的问责制得到（重新）构建。教师教育政策未能承认培养研究型教师和教师研究者的重要性。他们也没有利用教师教育研究的机会来告知出于责任目的的证据要求。通过这种方式，澳大利亚和英国的教师教育政策使教师和教师教育者的专业水平下降。