Policy actors or objects of policy? Teacher candidates' interpretations of ‘teacher quality’ policy initiatives in Australia

Melissa Barnes

    Research output: Contribution to journalArticleResearchpeer-review

    12 Citations (Scopus)


    While it is acknowledged that teachers play an important role in negotiating education policy, there is limited research exploring how teacher candidates understand and engage in their roles as policy actors, particularly when they are the objects of these policies. With heightened emphasis on teacher quality and classroom readiness in policy initiatives globally, this paper interrogates how 135 final-year teacher candidates in an Australian university interpret recent teacher education policy reform measures that attempt to solve Australia's teacher quality problem. The findings suggest that these policy measures act as just another hurdle and reinforce deficit views about the profession.

    Original languageEnglish
    Article number103440
    Number of pages11
    JournalTeaching and Teacher Education
    Publication statusPublished - Oct 2021


    • Australia
    • Policy
    • Teacher candidates
    • Teacher education
    • Teacher quality

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