The preperation of Chinese language teachers in the global context: a vertical case study of an Australian approach

Recent writings suggest that educators have become locked in contentious arguments about types of research and about research methods when they might more productively concentrate upon the development of research confidence and a research culture in education. From this the rigorous and appropriate application of differing methodologies to achievement of research and policy goals and intentions will naturally follow. We need to look more closely at why the debate on qualitative versus quantitative research is seen to be meaningful, let alone necessary, and this takes us into the realms of wider social and political values and understandings. The article argues that the debate about methodologies reflects a confusion about intentions and purposes in educational research, especially with regard to policy needs and applications, and that what is needed now is a complete ‘upfront’ review of research goals and values in education, and in relation to other subject disciplines.

Is the debate on quantitative versus qualitative research really necessary

Some responses to changes in Australian education

The future of AARE: AARE Presidential Address Annual Conference, Deakin University, 1992

/pdf/issues-in-establishing-professional-competency-based-2amzaheano.pdf

Issues in Establishing Professional Competency-Based Teaching Standards: An Analysis of Processes Used in Determining Level 3 Classroom Teachers in Western Australia.

Educational research, the education profession and public policy

At this stage of development the taxonomy appears to be able to be reliably administered and have an acceptable level of face validity. The interest in the knowledge base of courses in teacher education began with a concern for the quality of teaching and the professional status of teachers and, insofar as teacher knowledge is relevant to these issues, as a result of studies thus far (to be reported elsewhere) we believe there is no doubt that there is a comprehensive and highly developed knowledge base in the programs analysed. The interviews, conducted as a further part of the study, confirmed that the evaluation of this knowledge base is a professional concern of teacher educators. In later publications we plan to report on these further phases of the study and on the current Australia-wide survey of teacher education programs. We anticipate that the findings will be helpful in debate and policy development relating to the issues of teacher quality and the quality and relevance of teacher education.

Teachers' knowledge base in australian teacher education: development of a content analysis methodology

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Educational research, the education profession and public policy

Teachers' knowledge base in australian teacher education: development of a content analysis methodology