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Teacher Education,
Learning Innovation and Accountability
Series Editor: Claire Wyatt-Smith

Claire Wyatt-Smith
Lenore Adie Editors

Innovation and
Accountability in
Teacher Education
Setting Directions for New Cultures
in Teacher Education
Teacher Education, Learning Innovation
and Accountability

Series editor
Claire Wyatt-Smith, Institute for Learning Sciences and Teacher Education,
Australian Catholic University, Brisbane, QLD, Australia
This book series offers research-informed discussion and analysis of teacher
preparation, certification and continuing professional learning and the related
practice and policy drivers for change and reform. The series fosters and
disseminates research about teaching as a profession of choice while offering a
unique link to the realities of pre-service experience in workforce preparation. It
takes account of research on teacher formation that opens up issues not routinely
connected: what teachers need to know and be able to do, and who they are, namely
the person of the teacher and their capabilities in contributing to students’ personal
development and wellbeing. This goal provides a current, practical and international
view of the future of initial teacher education programs.

More information about this series at http://www.springer.com/series/15485

Claire Wyatt-Smith Lenore Adie
•

Editors

Innovation
and Accountability
in Teacher Education
Setting Directions for New Cultures
in Teacher Education

123
Editors
Claire Wyatt-Smith Lenore Adie
Institute for Learning Sciences Institute for Learning Sciences
and Teacher Education and Teacher Education
Australian Catholic University Australian Catholic University
Brisbane, QLD, Australia Brisbane, QLD, Australia

ISSN 2524-5562 ISSN 2524-5570 (electronic)

Teacher Education, Learning Innovation and Accountability
ISBN 978-981-13-2025-5 ISBN 978-981-13-2026-2 (eBook)
https://doi.org/10.1007/978-981-13-2026-2

Library of Congress Control Number: 2018950957

© Springer Nature Singapore Pte Ltd. 2018

This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part
of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations,
recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission
or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar
methodology now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this
publication does not imply, even in the absence of a specific statement, that such names are exempt from
the relevant protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information in this
book are believed to be true and accurate at the date of publication. Neither the publisher nor the
authors or the editors give a warranty, express or implied, with respect to the material contained herein or
for any errors or omissions that may have been made. The publisher remains neutral with regard to
jurisdictional claims in published maps and institutional affiliations.

This Springer imprint is published by the registered company Springer Nature Singapore Pte Ltd.
The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721,
Singapore
This series is dedicated to the work of
passionate teacher educators across the
world. We recognize that they have a
profound influence, not only on the times in
which they live and work, but on the shaping
of humanity. In particular, we pay tribute to
Dr. Ann Sherman (1956–2017), Dean of the
Faculty of Education at the University of New
Brunswick, Canada. Ann was a great
collaborator, educator, and friend to many.
Her commitment to supporting student
learning and teacher practice is carried
forward through this book.
Foreword

In Wyatt-Smith and Adie’s introduction to this book, they present a powerful case
for the importance and urgency of the international spotlight on teacher education
and student learning in this edited book. As editors, they set this case within the
context of accelerating socio-economic and political changes, increasing calls from
governments and parents for clear and consistent data on student learning out-
comes, and the increasing recognition of the relevance of education to individual
life chances. In firmly focusing the book on teacher education, they assert in their
introductory chapter—‘The logic is clear: improved teacher quality is the critical
element for improved outcomes’ (p. 2).
Wyatt-Smith and Adie outline three key components of current and pending
change in teacher education. These include a wide range of international review
reports on teacher education and reform initiatives, in particular those during the
last decade. These have included official national reviews in Scotland, Wales,
Northern Ireland, the Republic of Ireland, Australia, the USA, and England. Second
is the increasing interest of governments in assessing the efficacy of schooling, as
well as in assessing the quality of initial teacher education candidates (in Australia,
both at entry, and in national testing prior to completion). The third element
includes the increasing national calls for an improvement in the quality of the
preparation of teachers. In particular, these authors argue that the evidence base
which informs teacher education is limited in quantity and scale.
In presenting chapter contributors from Scotland, Norway, South Africa, Hong
Kong, Singapore, Canada, the USA, New Zealand, and Australia, Wyatt-Smith and
Adie emphasise what they term ‘the complex ecologies of teacher education’
(p. 13), noting that traditions and culture mediate the global imperatives in teacher
education. The global perspectives offered in the book are underpinned by the
motivation to generate a scholarly forum for key elements of teacher education’s
twenty-first century challenges and therefore generate new, evidence-informed
thinking.
The book’s 19 chapters are divided into three parts, with the first focusing on
accountability and change, and the ongoing tension between trust, accountability
systems, and quality. These chapters explore high stakes testing and emerging

vii
viii Foreword

government control, the role of teacher professional standards, the challenges of

curriculum content with the increasing drive for ‘twenty-first century skills’, and the
attendant challenges in pedagogy for both experienced and beginning teachers.
Within this accountability agenda, chapters also explore the concept of pre-service
teachers’ classroom readiness, with a focus on this emerging conceptualisation as
critical to the reputation of initial teacher education, and the learning outcomes for
students. This section also includes a chapter which describes the introduction of
Teacher Performance Assessments in Australia as indicators of beginning teachers’
preparedness for the classroom.
The second part of the book focuses on preparing teachers for learners in diverse
contexts, with international contributions exploring early childhood education,
inclusive education, preparing assessment capable teachers, and the challenges for
teachers in their first placements, negotiating professional identities and the chal-
lenges of teaching in classrooms and in curriculum fields for which they feel
unprepared. The complex and changing nature of teacher educator roles in uni-
versities, and the challenges for them in supporting pre-service teachers’ learning, is
also examined. This section of the book examines what teachers need to know and
be able to do (teacher preparation), and perceptions and the person of the teacher
(identity, formation), and their challenges in ‘belongingness’ in sites of develop-
ment, that is initial teacher education programmes and schools.
The final part of the book focuses on teacher education and learning, and in
particular how to connect academic learning and learning in the field through
professional experience placements. Chapters in this section, drawn from experi-
ences in Australia, South Africa, Ireland, and Hong Kong, affirm the challenge that
ITE faces in developing new curriculum models which incorporate professional
partnerships and not position these experiences as separate. What is evident in these
chapters is the development of a new place for professional experience within the
ITE programme, thereby reconstructing the relationships between theory and
practice in teacher education.
In the final chapter of the book, Menter outlines the following global themes,
emphasising that their importance transcends all cultures and contexts—professional
status of teaching, partners, the place of research, governance, performability and
accountability, and digitisation. What is important is that the profession works to
develop a culture of research and inquiry to emphasise its self-renewing nature and
proactively address the dearth of research evidence and research strength.
This edited volume is unique in its focus on the lifespan of teacher development,
from initial professional preparation within the university and professional contexts,
through induction into classroom practice and early professional development, and
into continuing professional development within the culture of standards and
quality. The existence of ITE, working to operate within a crucible of change,
permeates throughout the book. Wyatt-Smith and Adie conclude their opening
chapter by suggesting that the chapters can open new ways of thinking about the
following fundamental questions: ‘Who are the actors in teacher preparation and
how do they interact? How can we know about the quality of teacher education?
Where can we hear the voices of teacher educators and pre-service teachers, as well
Foreword ix

as school-based teacher educators? What are the new and emerging roles of others
in teacher education who have not been involved previously, including employing
authorities?’ (p. 13).

Brisbane, Australia Emeritus Professor Wendy Patton

Queensland University of Technology
Acknowledgements

The development of this book has been supported with the assistance of a strong
editorial team. The editors wish to thank Donna Glase for her coordination and
organisation, ensuring smooth progress in the production of this book. We thank
Chantelle Day, Editorial Assistant, for her invaluable expertise and commitment to
quality in formatting and final editing of the chapters and collating all sections
of the book. We also wish to acknowledge Famena Staley and Megan Kimber for
their excellent editorial work. Finally, we thank our chapter authors and the con-
tributions that they made to thinking about teacher education together.

xi
Contents

1 New Cultures in Teacher Education . . . . . . . . . . . . . . . . . . . . . . . . 1

Claire Wyatt-Smith and Lenore Adie

Part I Accountability and Change in Teacher Education

2 Accountability in Teacher Education in Norway: A Case
of Mistrust and Trust . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Kari Smith
3 Notes from a Small Country: Teacher Education, Learning
Innovation and Accountability in Scotland . . . . . . . . . . . . . . . . . . . 37
Louise Hayward
4 Lost in Transition: Learning to Teach in the Era of Test-Based
Accountability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Jina Ro
5 The Explicit Nature of Educational Goals for the Twenty-first
Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Esther Care and Helyn Kim
6 Challenges for Initial Teacher Education in the Context
of ‘Twenty-first Century’ Learning Imperatives . . . . . . . . . . . . . . . 81
Rosemary Hipkins, Jo MacDonald and Jenny Whatman
7 Conceptions of Readiness in Initial Teacher Education: Quality,
Impact, Standards and Evidence in Policy Directives . . . . . . . . . . . 97
Colette Alexander

xiii
xiv Contents

8 Research-Informed Conceptualization and Design Principles

of Teacher Performance Assessments: Wrestling with System
and Site Validity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Lenore Adie and Claire Wyatt-Smith

Part II Preparing Teachers for Diverse Learners and Contexts

9 Analyzing Curriculum Orientations of Kindergarten
Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Barley Mak, Chrysa Keung and Alan Cheung
10 Engaging with Ambivalence: The Neglect of Early Childhood
Teacher Education in Initial Teacher Education Reform
in Australia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Joce Nuttall
11 Preparing Teachers for Assessment in Schools: The Influence
of Teacher Educators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Christopher DeLuca, Andrew Coombs and Ann Sherman
12 Looking for Synergies to Meet the Challenges of Teacher
Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
Bronwen Cowie and Beverley Cooper
13 Enhancing Inclusive Education Through Teacher Education
Reforms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Joy Cumming, Megan Tones, Chantelle Day and Elizabeth Heck
14 Is Quality Initial Teacher Education Where the Music Stops?
Conceptualizing the Becoming of a Teacher: Lessons from
the Field . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223
Anna E. Du Plessis

Part III Partnerships and Professional Cultures

15 Early Career Teachers’ Perceptions of Initial Teacher
Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243
Alex Kostogriz
16 Revisiting the Teaching Practicum: Effecting Innovation
or Entrenching the Status Quo? Reflections from an ITE
Program in South Africa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255
Anil Kanjee
17 School-Based Work in Initial Teacher Education: Responding
to Policy in Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277
Bernadette Ní Áingléis and Anne Looney
Contents xv

18 Designing for Integration in Initial Teacher Education Curricula:

The Hong Kong Postgraduate Diploma in Education . . . . . . . . . . . 295
Susan Margaret Bridges, Stephen Andrews, Amy Bik May Tsui,
Carol Chan Kwai-kuen, Dan Wang, Tammy Yim Lin Kwan,
Joseph Wai Ip Lam, Gary James Harfitt, Cheri Chan, Wing-Wah Law,
Maurice Man Wai Cheng, Pui-sze Yeung, Wai Ming Cheung
and Rhoda Kuan Yun Wang
19 Teacher Education in a Crucible of Change . . . . . . . . . . . . . . . . . . 313
Ian Menter
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327
Editors and Contributors

About the Editors

Claire Wyatt-Smith is the Director of the Institute for Learning Sciences and
Teacher Education (ILSTE) and Professor of Educational Assessment and
Evaluation, Australian Catholic University. Her research is focused on teaching and
evaluative expertise. It examines the role of standards, professional judgement, and
moderation, as well as the use of data to inform teaching and improve learning. She
acts as an advisor to various agencies within Australia and internationally, and is
currently leading a large-scale Australian study involving a national collective of
universities undertaking the Graduate Teacher Performance Assessment and
cross-institutional standards-referenced moderation. Recent books include
Assessment for education: Standards, judgement and moderation (Sage 2014) and
Designing assessment for quality learning (Springer 2014). In addition to the series,
Teacher Education, Learning Innovation and Accountability, she is the Foundation
Editor of The Enabling Power of Assessment Series.
Lenore Adie is Associate Professor of Teacher Education and Assessment, and a
Senior Research Fellow with the Assessment, Evaluation and Student Learning
Research concentration in the Institute for Learning Sciences and Teacher
Education (ILSTE), Australian Catholic University. Her research focuses on
assessment and moderation processes as these contribute to supporting teachers’
pedagogical practices and student learning. She has a further interest in the
enactment of assessment policy and the validity of assessment processes. Her
research has generated new knowledge in the field of assessment focussing on
quality in assessment practices and processes, in particular within systems of
standards-referenced assessment. This work addresses the alignment of curriculum,
assessment and pedagogic practices through the design of assessment tasks, and the
application of criteria and grading. She has extensive professional experience
working in schools as a teacher and within leadership positions, and in teacher
education for over 30 years.

xvii
xviii Editors and Contributors

Contributors

Lenore Adie Institute for Learning Sciences and Teacher Education, Australian
Catholic University, Brisbane, Australia
Colette Alexander Institute for Learning Sciences and Teacher Education,
Australian Catholic University, Brisbane, Australia
Stephen Andrews Faculty of Education, The University of Hong Kong, Hong
Kong, China
Susan Margaret Bridges Faculty of Education/Centre for the Enhancement of
Teaching and Learning, The University of Hong Kong, Hong Kong, China
Esther Care The Brookings Institution, Washington, DC, USA
Cheri Chan Faculty of Education, The University of Hong Kong, Hong Kong,
China
Maurice Man Wai Cheng Faculty of Education, The University of Hong Kong,
Hong Kong, China
Alan Cheung The Chinese University of Hong Kong, Hong Kong, China
Wai Ming Cheung Faculty of Education, The University of Hong Kong, Hong
Kong, China
Andrew Coombs Faculty of Education, Queen’s University, Kingston, Canada
Beverley Cooper University of Waikato, Hamilton, New Zealand
Bronwen Cowie University of Waikato, Hamilton, New Zealand
Joy Cumming Institute for Learning Sciences and Teacher Education, Australian
Catholic University, Brisbane, Australia
Chantelle Day Institute for Learning Sciences and Teacher Education, Australian
Catholic University, Brisbane, Australia
Christopher DeLuca Faculty of Education, Queen’s University, Kingston,
Canada
Anna E. Du Plessis Institute for Learning Sciences and Teacher Education,
Australian Catholic University, Brisbane, Australia
Gary James Harfitt Faculty of Education, The University of Hong Kong, Hong
Kong, China
Louise Hayward University of Glasgow, Glasgow, Scotland
Elizabeth Heck Institute for Learning Sciences and Teacher Education, Australian
Catholic University, Brisbane, Australia
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