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Australian Journal of Teacher Education

Australian Journal of Teacher Education

Abstract

The purpose of this paper is to critically analyse the reconstruction of teacher education in order to initiate a more systematic debate.To undertake this task, I will first locate the current proposals for the reform of teacher education in a brief historical context, before moving on to outline the proposed changes to teacher education. I will argue that these policy shifts must be understood within the wider post-Fordist debate and that the new production concepts of skilling, reprofessionalism and task integration provide a useful basis on which the current restructuring proposals. I will conclude my analysis by arguing that while there are significant advantages to be gained by moving toward a system of school-based training, these gains will not be made unless teacher educators have clear sense of the new policy terrain and its game rules.

 
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Link to publisher version (DOI)

10.14221/ajte.1994v19n2.5