Description
This volume addresses both ‘evidence of impact’ and ‘impact of evidence’ to reveal the complex dialogue between the enterprise of teacher education and evidence of its effects in the early 21st century, taking a critical position on the very notions of ‘evidence’ and ‘impact’ that underpin contemporary policy frameworks. Teacher education programs in Australia and internationally are challenged by contemporary policy frameworks to demonstrate evidence of the impact they have on the capacity of graduating teachers to act with confidence and competence in school and early childhood education classrooms. At the same time, the field of teacher education is increasingly working to build a robust platform of research evidence that speaks to these policy frameworks and to broader issues concerning the role of teaching and teacher education in society. Joce Nuttall is a Professor and Principal Research Fellow at the Learning Sciences Institute Australia, part of Australian Catholic University. Joce’s research focuses on initial and continuing teacher education, particularly in early years settings. Alex Kostogriz is a Professor and Head of the School of Education (Victoria) at the Faculty of Education and Arts, Australian Catholic University. Alex’s research focuses on literacy/language education, and teacher education and professional practice. Mellita Jones is Deputy Head of the School of Education (Victoria) at the Faculty of Education and Arts, Australian Catholic University, and a Lecturer in Science Education. Mellita’s research focuses on teacher education and reflective practice. Jenny Martin is a Lecturer for Science and Mathematics Education at the Faculty of Education and Arts, Australian Catholic University. Jenny’s research focuses on human agency, professional identity development and pedagogical reasoning in the context of teacher education and science education.
