Book contents
- Learning to Teach in a New Era
- Acknowledgement of Country
- Learning to Teach in a New Era
- Copyright page
- Contents
- Foreword
- About the authors
- Acknowledgements
- Using your VitalSource enhanced ebook (PDF Only)
- Introduction
- Part I Preparing to teach
- Part II Professional knowledge
- Chapter 2 Understanding the education landscape
- Chapter 3 Effective pedagogy for student learning
- Chapter 4 Teaching with digital technologies
- Part III Professional practice
- Part IV Professional engagement
- Index
- References
Chapter 2 - Understanding the education landscape
Policy, practice and context
from Part II - Professional knowledge
Published online by Cambridge University Press: aN Invalid Date NaN
By
Book contents
- Learning to Teach in a New Era
- Acknowledgement of Country
- Learning to Teach in a New Era
- Copyright page
- Contents
- Foreword
- About the authors
- Acknowledgements
- Using your VitalSource enhanced ebook (PDF Only)
- Introduction
- Part I Preparing to teach
- Part II Professional knowledge
- Chapter 2 Understanding the education landscape
- Chapter 3 Effective pedagogy for student learning
- Chapter 4 Teaching with digital technologies
- Part III Professional practice
- Part IV Professional engagement
- Index
- References
Summary
As a novice teacher, it is important for students to be aware that they are entering a profession with a set of guiding policy frameworks to inform their knowledge, practice and engagement. Chapter 1 introduced a range of data snapshots that provide insight into current Australian and global education systems in the twenty-first century. Data are increasingly used to inform policy, but policy is also shaped by many other complex and multifaceted factors operating across both local and global contexts. This chapter further examines the education landscape and looks at how policy is shaped by, and in turn shapes, our educational thinking, work, teaching practices and future research.
Information
- Type
- Chapter
- Information
- Learning to Teach in a New Era , pp. 40 - 74Publisher: Cambridge University PressPrint publication year: 2025
References
Further reading/resources
Australian Curriculum, Assessment and Reporting Authority (ACARA) (2024 About us. www.acara.edu.au/about-usGoogle Scholar
Ball, S. J. (2015). Policy actors/policy subjects. Journal of Education Policy, 30(4), 467. https://doi.org/10.1080/02680939.2015.1038454CrossRefGoogle Scholar
Gorur, R. & Wu, M. (2015). Leaning too far? PISA, policy and Australia’s ‘top five’ ambitions. Discourse: Studies in the Cultural Politics of Education, 36(5), 647–64. This YouTube commentary accompanies the reading: https://youtu.be/Br93GTTnWr8.Google Scholar
Lingard, B. (2013). The impact of research on education policy in an era of evidence-based policy. Critical Studies in Education, 54(2), 113–31. https://doi.org/10.1080/17508487.2013.781515CrossRefGoogle Scholar
Pont, B. Figueroa, D. T., Zapata, J. & Fraccola, S. (2013). Education policy outlook: Australia. OECD. www.oecd.org/en/about.htmlGoogle Scholar
Stacey, M. & Mockler, N. (2024). Analysing education policy: An introduction. In Analysing Education Policy (pp. 3–17). Routledge.CrossRefGoogle Scholar
References
Apple, M. W. (2001). Creating profits by creating failures: Standards, markets, and inequality in education. International Journal of Inclusive Education, 5(2–3), 103–18.10.1080/13603110010020840CrossRefGoogle Scholar
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2016). Australian Curriculum. www.australiancurriculum.edu.auGoogle Scholar
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2020). Australian Curriculum. https://v9.australiancurriculum.edu.auGoogle Scholar
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2024). What’s changed in the new Australian Curriculum? https://v9.australiancurriculum.edu.au/resources/stories/curriculum-changesGoogle Scholar
Australian Government Department of Education (AGDE). (2022) Belonging, being and becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council. www.acecqa.gov.au/sites/default/files/2023–01/EYLF-2022-V2.0.pdfGoogle Scholar
Australian Government Directory. (2020). www.directory.gov.au/portfolios/education-skills-and-employment/australian-curriculum-assessment-and-reporting-authorityGoogle Scholar
Australian Institute for Teaching and School Leadership (AITSL). (2018). Australian Professional Standards for Teachers. www.aitsl.edu.au/australian-professional-standards-for-teachersGoogle Scholar
Ball, S. J. (1994). Education reform: A critical and post-structural approach. McGraw-Hill.Google Scholar
Buckingham, J. (2015). Ignore the doubters, NAPLAN is important and it’s working. ABC News, 5 August. www.abc.net.au/news/2015–08-05/buckingham-naplan-is-important-and-its-working/6674352Google Scholar
Cochran-Smith, M. (2005). The new teacher education: For better or for worse? Educational Researcher, 34(7), 3–17. https://doi.org/10.3102/0013189X034007003CrossRefGoogle Scholar
Cooper, H. (1994). The battle over homework. An administrator’s guide to setting sound and effective policies. Corwin Press.Google Scholar
Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300–14. https://doi.org/10.1177/0022487105285962CrossRefGoogle Scholar
Department of Education, Employment and Workplace Relations (DEEWR) (2009). Belonging, being, and becoming: The Early Years Learning Framework for Australia. www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdfGoogle Scholar
Department of Education, Skills and Employment. (2020). About us. Department of Education, Skills and Employment. www.dese.gov.au/about-usGoogle Scholar
Education Council. (2019). Alice Springs (Mparntwe) Education Declaration. Education Services Australia.Google Scholar
Gorur, R. & Wu, M. (2015). Leaning too far? PISA, policy and Australia’s ‘top five’ ambitions. Discourse: Studies in the Cultural Politics of Education, 36(5), 647–64. https://doi.org/10.1080/01596306.2014.930020Google Scholar
Lingard, B. (2010). Policy borrowing, policy learning: Testing times in Australian schooling. Critical Studies in Education, 51(2), 129–47. https://doi.org/10.1080/17508481003731026CrossRefGoogle Scholar
Lingard, B. (2013). The impact of research on education policy in an era of evidence-based policy. Critical Studies in Education, 54(2), 113–31. https://doi.org/10.1080/17508487.2013.781515CrossRefGoogle Scholar
Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). (1989). The Hobart Declaration on Schooling. MCEETYA.Google Scholar
Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). (1999). Adelaide Declaration on National Goals for Schooling in the Twenty-first Century. MCEETYA.Google Scholar
Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). (2008). Melbourne Declaration on Educational Goals for Young Australians. MCEETYA.Google Scholar
Morsy, L., Khavenson, T. & Carnoy, M. (2018). How international tests fail to inform policy: The unsolved mystery of Australia’s steady decline in PISA scores. International Journal of Educational Development, 60, 60–79.CrossRefGoogle Scholar
mspilaus (2012, 4 July). Sir Ken Robinson – The role of policy in education. YouTube. www.youtube.com/watch?v=cMVjEkM3g38Google Scholar
Rittel, H. W. J. & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4, 155–69. https://doi.org/10.1007/BF01405730CrossRefGoogle Scholar
Roberts, P. (2014). A curriculum for the country: The absence of the rural in a national curriculum. Curriculum Perspectives, 34(1), 51–60.Google Scholar
Sahlberg, P. (2007). Education policies for raising student learning: The Finnish approach. Journal of Education Policy, 22(2), 147–71. https://doi.org/10.1080/02680930601158919CrossRefGoogle Scholar
Simpson, A. & White, S. (2013). Language, literature and literacy: Preparing preservice teachers. Oxford University Press.Google Scholar
Sleeter, C. (2014). Toward teacher education research that informs policy. Educational Researcher, 43(3), 146–53. https://doi.org/10.3102/0013189X14528752CrossRefGoogle Scholar
Stacey, M. & Mockler, N. (2024). Analysing education policy: An introduction. In Analysing Education Policy (pp. 3–17). Routledge.CrossRefGoogle Scholar
Staples, M., Elwood, M., Burton., R. C., Williams, J. L., Marks, R. & Giles, G. G. (2006). Non-melanoma skin cancer in Australia: The 2002 national survey and trends since 1985. Medical Journal of Australia, 184(1), 6–10. https://doi.org/10.5694/j.1326-5377.2006.tb00086.xCrossRefGoogle ScholarPubMed
Sydney School of Education and Social Work. (2017). Professional experience handbook. University of Sydney.Google Scholar
United Nations General Assembly. (1948). Universal Declaration of Human Rights. United Nations.Google Scholar
Victoria State Government. (2016). School policy and advisory guide: Smoking ban. www2.education.vic.gov.au/pal/smoking-ban/policy.Google Scholar
Weimer, D. L. & Vining, A. R. (2015). Policy analysis: Concepts and practice. Routledge.CrossRefGoogle Scholar
Whitty, G. (2006). Education(al) research and education policy making: Is conflict inevitable? British Educational Research Journal, 32(2), 159–76. https://doi.org/10.1080/01411920600568919CrossRefGoogle Scholar
Willow Grove Primary School (2014). Parent Handbook. www.willowgroveps.vic.edu.auwp-content/uploads/2013/11/2014-Parent-Booklet-Final-.pdfGoogle Scholar
Wiseman, D. L. (2012). The intersection of policy, reform, and teacher education. Journal of Teacher Education, 63(2), 87–91. https://doi.org/10.1177/0022487111429128CrossRefGoogle Scholar
Accessibility standard: Unknown
Accessibility compliance for the PDF of this book is currently unknown
and may be updated in the future.