La Trobe

File(s) stored somewhere else

Please note: Linked content is NOT stored on La Trobe and we can't guarantee its availability, quality, security or accept any liability.

Teacher educators and the pedagogical and curriculum complexity of Teach For All in Australia

posted on 2020-12-01, 22:42 authored by Julianne Moss, Trevor Mccandless, Bernadette Walker-GibbsBernadette Walker-Gibbs, Mary Dixon, Danielle Hitch, Kathryn Johnstone, Jill Loughlin
Workplace-based initial teacher education programmes provide a policy innovation that has recently received broad support within the Australian teacher education context. Such innovation inevitably has dynamic and yet difficult to quantify impacts upon pre-service teachers, the schools they work in, teacher educators and teacher education programmes more generally. Using complexity theory and Bacchi’s policy analysis, this chapter interrogates how a team of teacher educators providing the university components of a Teach For All programme, came to understand the situatedness of the programme they were charged with delivering. Any evaluation of the effectiveness of policy innovation demands nuance, ultimately focused upon who benefits from such a programme. This chapter highlights the need to understand the array of affordances the programme provided as well as the multidimensional nature of its impact.



  • School of Education

Publication Date


Book Title

Examining Teach For All: international perspectives on a growing global network


Thomas MAM Rauschenberger E Crawford-Garrett K



Place of publication



Oxford Studies in Comparative Education


22p. (p. 157-178)



Rights Statement

The final published version may be obtained via the publisher’s DOI. Please note that additional copyright and access restrictions may apply to the published version.

Usage metrics

    Book Chapters