Abstract
The Teacher Education Expert Panel (TEEP) reforms are a recent Australian Government initiative to address concerns regarding graduate teacher preparedness and attrition. Four areas of reform were proposed, including
(i) strengthening Initial Teacher Education (ITE), (ii) more tightly linking performance and funding, (iii) improving professional experience, and (iv) improving postgraduate ITE for midcareer entrants (2023). Media following the
release of the TEEP Discussion Paper was frenzied, with commentators including the Australian Federal Education Minister Jason Clare criticising ITE for gaps in evidence.
While Australian media coverage relating to education is often negative (Mockler, 2022), some stakeholders are likely to have greater authority in ITE research, design, or governance than others. Differences also emerge in broader educational expertise, interests, and ambition. Despite 115 formal submissions to the TEEP Discussion Paper consultation process, only a small number of voices have yet been represented publicly. The NSW Council of Deans Education (NSWCDE) identified a strategic need to systematically identify who the clusters of stakeholders are that hold similar perspectives to one another, the themes that emerge in those stakeholder submissions to TEEP, and the forms of convergent and divergent evidence those stakeholders draw on to support their
submitted responses. Using content analysis software Leximancer, we identified and compared themes in submissions from nine stakeholder groups: higher education providers, teacher regulatory authorities, councils of deans, employers, teachers’ associations, educational research groups, advocates,
individuals, and others. We conducted additional analyses of those stakeholder voices that were, and were not, cited in the Strong Beginnings final report.
(i) strengthening Initial Teacher Education (ITE), (ii) more tightly linking performance and funding, (iii) improving professional experience, and (iv) improving postgraduate ITE for midcareer entrants (2023). Media following the
release of the TEEP Discussion Paper was frenzied, with commentators including the Australian Federal Education Minister Jason Clare criticising ITE for gaps in evidence.
While Australian media coverage relating to education is often negative (Mockler, 2022), some stakeholders are likely to have greater authority in ITE research, design, or governance than others. Differences also emerge in broader educational expertise, interests, and ambition. Despite 115 formal submissions to the TEEP Discussion Paper consultation process, only a small number of voices have yet been represented publicly. The NSW Council of Deans Education (NSWCDE) identified a strategic need to systematically identify who the clusters of stakeholders are that hold similar perspectives to one another, the themes that emerge in those stakeholder submissions to TEEP, and the forms of convergent and divergent evidence those stakeholders draw on to support their
submitted responses. Using content analysis software Leximancer, we identified and compared themes in submissions from nine stakeholder groups: higher education providers, teacher regulatory authorities, councils of deans, employers, teachers’ associations, educational research groups, advocates,
individuals, and others. We conducted additional analyses of those stakeholder voices that were, and were not, cited in the Strong Beginnings final report.
Original language | English |
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Publication status | Published - 2024 |
Event | Australian Teacher Education Association Conference - University of Newcastle, Newcastle, Australia Duration: 10 Jul 2024 → 12 Jul 2024 |
Conference
Conference | Australian Teacher Education Association Conference |
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Country/Territory | Australia |
City | Newcastle |
Period | 10/07/24 → 12/07/24 |