Abstract
Teacher education course and program development responds to various forces that shape, inform and influence the way that teacher educators develop new ways of preparing teachers. While well articulated theories of practice and evidence based approaches are well explicated in the literature of teacher education, pragmatic forces such as funding, institutional structures and the pattern of institutional amalgamation are also vital in shaping the way that teacher education is developed and offered. One of the reasons for the establishment of the Teacher Education Review in New South Wales in the late 1990s was the perception that changes to university funding and operation (especially in regards to the priority given to research in universities and the high cost of practicum, leading to falls in practicum experiences were negatively impacting on teacher education. There is little reference in the literature to the role that pragmatics plays in influencing the way that teacher education is developed. This paper chronicles the evolution of the secondary teacher education program at the Penrith campus of the University of Western Sydney.
| Original language | English |
|---|---|
| Journal | Change: Transformations in Education |
| Publication status | Published - 2003 |
Keywords
- education, higher
- curriculum
- universities and colleges