ABSTRACT

There have been at least 100 governmental inquiries into teacher education in Australia since the 1970s, making thousands of recommendations, the majority of which have never been fully actioned or realised. Additionally, there is minimal evidence about the efficacy of this continuous review cycle. Here, we problematise these issues by conducting a comparative analysis of the Bassett report, Review of Teacher Education in Queensland, the first review of independent teacher education in Australia conducted in 1978, and the most recent review by the Teacher Education Ministerial Advisory Group, Action Now: Classroom Ready Teachers. Applying discourse analysis techniques associated with Foucauldian archaeology, findings reveal: a self-referential use of policy is accelerating; those involved are less likely to have knowledge of the discipline of education; similarities in the discourses despite the 40-year timeframe; and increased marginalisation of teacher educators. In the light of these findings, the authors highlight the need for teacher educators to be politically savvy about the mythologising and canonising of allowable problems in teacher education. Teacher educators need to challenge policy and enter the public sphere in doing so.

摘要

自 1970 年代以来，澳大利亚政府至少对教师教育进行了 100 次调查，提出了数以千计的建议，其中大部分从未得到充分实施或实现。此外，关于这种持续审查周期的有效性的证据很少。在这里，我们通过对巴塞特报告、昆士兰教师教育审查、1978 年对澳大利亚独立教师教育进行的第一次审查以及教师教育部长级咨询小组最近的审查进行比较分析来解决这些问题，行动现在：课堂就绪教师. 应用与福柯考古学相关的话语分析技术，结果显示：政策的自我参照使用正在加速；所涉人员不太可能了解教育学科；尽管时间跨度为 40 年，但话语中的相似之处；教师教育者的边缘化程度加剧。根据这些发现，作者强调教师教育工作者需要在政治上精明，以神话和规范教师教育中允许的问题。教师教育工作者需要挑战政策并在这样做时进入公共领域。