Producing ‘quality’ teachers: the role of teacher professional standards

The Curriculum for English Language Teacher Education in Australian and Vietnamese Universities

“…Moreover, while the Australian double degree allocated 47% of its curriculum load to the second, non-education area of studies such as Business, Music and Arts, the Vietnamese program reserved its 29.9% for common knowledge subjects such as Philosophy, History of the Vietnamese Party, Physical Education. The finding on the variation between the two curricula is supported by relevant literature (Fradd & Lee, 1998;Graves, 2009;Santoro, Reid, Mayer, & Singh, 2012). For example, according to Fradd and Lee (1998), a TESOL knowledge base at the international level is difficult to conceptualize and define because of differences among nations in terms of the status of the teaching profession in general and English teaching in particular, students' motivations for studying English, and the conditions under which instruction occurs.…”

A logic of enumeration: the nature and effects of national literacy and numeracy testing in Australia

“…This is in spite of ongoing advocacy for schooling practices focused upon inquiry-based approaches, as opposed to simply knowledge dissemination (teaching 'facts'). (Such standardisation is, however, in keeping with the more reductive effects of the professional standards movement, for example, with its focus upon measurable and typically generic accounts of teaching practice (Santoro et al, 2012)). …”

The Politics of Quality Teacher Discourses: Implications for Pre-service Teachers in High Poverty Schools

“…The relatively narrow and ambiguous use of terms such as "effective strategies" does not provide explicit examples or a framework to define good teaching (Ladwig & Gore, 2009). As the prescriptive nature of the standards are closely linked to accreditation, some teacher educators are asking if they constrain the flexibility to design teacher education curriculum that will transcend discrete teaching skills and tools to prepare teachers for a future that is not understood (Santoro, Reid, Mayer & Singh, 2012).…”