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A critical policy analysis is conducted on two OECD reports, focusing on the global and national context of policy emergence, implications for Australia, and how OECD documents construct ‘teacher quality’ understandings. The analysis links these effects to an Australian government inquiry, arguing that the discourse narrows the meaning of quality teaching, especially in disadvantaged contexts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teacher-quality-and-teacher-education-a-critical-policy-analysis-of-international-and-australian-policies/593999/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teacher-quality-and-teacher-education-a-critical-policy-analysis-of-international-and-australian-policies/593999.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the article analyze regarding the ‘teacher quality’ agenda?","Question",{"text":112,"@type":113},"It examines how the ‘teacher quality’ agenda constructs changes to teachers’ work and teacher education, using a critical policy analysis of OECD materials.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which sources are analyzed in the study?",{"text":117,"@type":113},"The study critically analyzes two reports from the Organisation for Economic Cooperation and Development (OECD) and connects the discussion to a recent Australian government inquiry into the teaching profession.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the main argument about teacher quality and its impact on teacher education?",{"text":121,"@type":113},"The OECD documents constrain what is viewed as acceptable curriculum, pedagogy, and evaluation in teacher education, and the article argues the discourse narrows what counts as quality teaching work, particularly in disadvantaged contexts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593999,1792188655,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 46  Issue 4 | Article 1 |\n| --- | --- |\n| 2021\u003Cbr>Teacher Quality and Teacher Education: A Critical Policy Analysis of International and Australian Policies.\u003Cbr>Parlo Singh\u003Cbr>Griffith University\u003Cbr>Frances Hoyte Griffith University\u003Cbr>Stephen Heimans\u003Cbr>University of Queensland\u003Cbr>Beryl Exley\u003Cbr>Griffith University\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Social and Philosophical Foundations of Education Commons, and the Teacher Education and Professional Development Commons |  |\n\nRecommended Citation  \nSingh, P., Hoyte, F., Heimans, S., & Exley, B. (2021) . Teacher Quality and Teacher Education: A Critical Policy Analysis of International and Australian Policies.. Australian Journal of Teacher Education, 46(4) .  \n[http://dx.doi.org/10.14221/ajte.2021v46n4.1](http://dx.doi.org/10.14221/ajte.2021v46n4.1)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol46/iss4/1](https://ro.ecu.edu.au/ajte/vol46/iss4/1)  \nTeacher Quality and Teacher Education: A Critical Policy Analysis of International and Australian Policies  \nParlo Singh  \nFrances Hoyte  \nGriffith University  \nStephen Heimans  \nUniversity of Queensland  \nBeryl Exley  \nGriffith University  \nAbstract: This article examines how the ‘teacher quality’ agenda,  \nevident in the globalised discourse on education policy, constructs  \nchanges to teachers’ work and teacher education. We undertake a  \ncritical policy analysis of two reports from the Organisationfor Economic Cooperation and Development (OECD), addressing three issues. First, we discuss the global and national context in which‘teacher quality’policies have emerged. We examine implications of policy enactment in Australia and analyse how the OECD documents construct understandings of teacher quality. We link our analysis to a recent government inquiry into the teaching profession in Australia, looking specifically at the impact of the teacher quality discourse on teacher education. The OECD documents constrain what is perceived as acceptable curriculum, pedagogy and evaluation in teacher  \neducation. We argue, with others, that changes in response to the teacher quality discourse are narrowing what it means to undertake quality teaching work, especially in contexts of disadvantage.  \nKey Words: Teacher quality, critical policy analysis, teacher education, OECD  \nIntroduction  \nTeacher quality is a concept that has influence in the policy discourses driving education reform in recent years and continues to have an impact on school education and teacher education. This article seeks to examine the concept of teacher quality by situating it in a wider discussion about the purposes of education (Biesta, 2014); the ways in which policies enact or perform schooling practices (Ball, 2016); and teacher learning, teacher professional identities and democratic formations (Bernstein, 2000; Robertson & Sorenson, 2018) .  \nThe purposes of education are clearly an important consideration for those interested in shaping teacher quality through educational policy and in the formation of future teachers. Biesta (2014; 2015) has articulated a set of three purposes or goals for schooling-including qualification (the teaching of skills and knowledge); socialisation (concerning the ability tobe with others in the world), and subjectification (concerning the awareness and development of the individual’s character and potential) . Biesta and Stengel (2016) argue for the importance of considering the questions of purpose, intention and relation at the centre of any  \neffort to understand and change teaching practices, including teacher education practices. They propose that such philosophical thinking about teaching has extremely practical implications. Likewise, Bernstein (2000) an","cbCaikOM0AXoAeTe","https://ap.wps.com/l/cbCaikOM0AXoAeTe","pdf",295229,16,"English","# Abstract\n# Introduction","[{\"question\":\"What does the article analyze regarding the ‘teacher quality’ agenda?\",\"answer\":\"It examines how the ‘teacher quality’ agenda constructs changes to teachers’ work and teacher education, using a critical policy analysis of OECD materials.\"},{\"question\":\"Which sources are analyzed in the study?\",\"answer\":\"The study critically analyzes two reports from the Organisation for Economic Cooperation and Development (OECD) and connects the discussion to a recent Australian government inquiry into the teaching profession.\"},{\"question\":\"What is the main argument about teacher quality and its impact on teacher education?\",\"answer\":\"The OECD documents constrain what is viewed as acceptable curriculum, pedagogy, and evaluation in teacher education, and the article argues the discourse narrows what counts as quality teaching work, particularly in disadvantaged contexts.\"}]","Teacher Quality and Teacher Education - A Critical Policy Analysis of International and Australian Policies | PDF",1792078344]