Full Description
This book examines teacher education at a critical turning point in the neoliberal dispensation that has steered education policy and practice since the 1980s. It examines Australia's teacher education reforms, the 'TEMAG reforms' launched in 2014, and traces their effects on teacher education practice in 2019 and into the challenges, uncertainties and doubts of 2020's entangled health, economic and environmental crises. Combining data-rich insights into policy and professional workspaces and places, with a temporal sensibility, this book probes the limits of neoliberal logics and shows how school- and university-based educators' professionalism sustains the preparation of beginning teachers through school-university partnerships.
Teacher Education Through Uncertainty and Crisis explores the relationalities, spatialities and temporalities of teacher education, sketching hopeful innovations, pathways and sustainable futures for teacher professionalism. This book will be of interest to policymakers, teacher educators and other professionals who understand the power of education in an uncertain world.
Contents
1. Introduction: Crises and challenges: Teacher education from the vantage point of 2020 2. Navigating uncertainties for new thought leadership: Preparing 'classroom-ready' or 'catastrophe-ready' teachers? 3. Network models in teacher education: Global logics, national reform and local tensions in Australia 4. Professional perspectives on the benefits of integrated partnerships for preservice teachers 5. Partnerships in times of teacher education 'crises': Affective atmosphere and the relational ethics of teacher educators 6. Inside the black box: Schools, universities and the precarious placement machine 7. Reclaiming the profession: Illuminating the invisible work of a teacher educator 8. The university in initial teacher education partnerships: Integrating, disintegrating or new beginning? 9. Teacher education beyond TEMAG requirements: Re-making history. Coda. Crises, Vantage Points and the Relational Politics of Teacher Education Partnerships - Concluding Remarks
