ABSTRACT

Mass media provides a public space for its readers to enter the discussion on education, as they consume and interpret key messages, which are often shaped by key educational policies. With a suite of recent teacher education reform measures in Australia aimed at solving the “problem” with teacher quality, a conceptual map for conducting a media framing analysis is prop osed and utilised to examine how teacher quality is portrayed in the media. This study found that the media portrays education, and teacher quality more specifically, in Australia through a lens of crisis and decline, with national policies being positioned as the solution. National policies which focus on more rigorous entry and exit requirements for teacher candidates, or a discourse of inputs, are offered as the solution to the education crisis in Australia. With the inherent power that media holds in proffering particular policies and/or viewpoints, this paper argues for the need to employ five analytic devices – event, format, voice, problem and solution – to understand how teacher quality is portrayed in the media.

摘要

大众媒体为读者提供了一个参与教育讨论的公共空间，因为他们消费和解释关键信息，这些信息通常由关键教育政策塑造。澳大利亚最近采取了一系列旨在解决教师质量“问题”的教师教育改革措施，提出了一个进行媒体框架分析的概念图，并用于检查媒体如何描绘教师质量。本研究发现，媒体通过危机和衰落的视角更具体地描述澳大利亚的教育和教师质量，而国家政策被定位为解决方案。国家政策侧重于对教师候选人的更严格的进入和退出要求，或投入的话语，作为澳大利亚教育危机的解决方案。由于媒体在提供特定政策和/或观点方面具有内在的力量，本文认为需要使用五种分析工具——事件、格式、声音、问题和解决方案——来理解媒体如何描述教师质量。