Theresa Bourke
Queensland University of Technology
35 Papers
89 Citations
Theresa Bourke is an academic researcher from Queensland University of Technology. The author has contributed to research in topics: Teacher education & Curriculum. The author has an hindex of 11, co-authored 31 publications.
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Papers
The teacher as reflexive professional: making visible the excluded discourse in teacher standards
Mary Ryan,Theresa Bourke +1 more
TL;DR: The authors examined national teacher professional standards from Australia and the UK to identify the extent to which reflexivity is embedded in key policy documents that are intended to guide the work of teachers in those countries.
Concepts, Conceptualization, and Conceptions in Geography
TL;DR: In this article, the authors synthesize some overlapping categories by defining the nature of concepts in geography and outline the process of conceptualization (development of deep understanding) and the role of alternative conceptions.
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What is Plan B? Using Foucault's archaeology to enhance policy analysis
Theresa Bourke,John Lidstone +1 more
TL;DR: In this paper, a case study of professional standards for teachers in Australia is presented, where Foucault's notions of archaeology are distilled into a research approach centring on the creation of polyhedrons of intelligibility as an alternative approach by which policy makers and those affected by their policies may understand how their respective causes are supported and adversely affected.
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Mapping Geographical Knowledge and Skills Needed for Pre-Service Teachers in Teacher Education:
Theresa Bourke,John Lidstone +1 more
TL;DR: In Australia, for more than two decades, a social science integrated framework was the favored approach for delivering subjects such as history and geography as mentioned in this paper, however, such interdisciplinary appr...
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The Changing Face of Accreditation for Initial Teacher Education Programmes in Australia
Theresa Bourke
- 01 Jan 2019
TL;DR: This paper used discourse analysis techniques associated with Foucauldian archaeology to ascertain the dominant discourses in the 2015 Australian Initial Teacher Education accreditation document and reveal an overarching discourse of quality assurance anchored within the discursive themes of accreditation, evidence and impact.
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