Learning Sciences Institute Australia

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As a researcher in the Teacher’s Work: Teacher Education, Quality and Professional Practice concentration my main focus is on the implications of the contemporary culture of accountability through standards and evidence on the development and reform of teacher education.  My recently completed doctoral study, Reforming the reform of teacher education: A critical grounded theory of a social approach to change and continuity, took a critical stance to draw a line of continuity between historical and contemporary policy and practice in the reform and regulation of teacher education, with an emphasis on teacher preparation.  This study has led to continuing work in the research and policy space surrounding initial teacher education (ITE) in the Australian context.  My research focus continues in this area by focussing on the implications of the recently re-developed National Program Standards for ITE programs.

Research interests

  • Teacher preparation
  • Teacher education: initial and continuing
  • Standards, quality and evidence in teacher education
  • Assessment in teacher education
  • Quality assurance in higher education

Publications

Books

Wyatt-Smith, C., Alexander, C., Fishburn, D., & McMahon, P. (2016, in press). Standards of practice to standards of evidence: A new approach to developing assessment capable teachers.  Assessment in Education: Principles, Policy and Practice.
Alexander, C. (2016, in development). Bureaucrats are from Mars and academics are from Venus: Negotiation and change in the reform of teacher education.
Alexander, C. (2016, in development). The continuity of reviews in teacher education: Mythologising the problems of teacher quality.
Alexander, C. (2016, in development). The masculinisation of reform practices in teacher education.

Presentations

Alexander, C.  (2013, November).  Rethinking the history of teacher preparation: Colonialist influences on educational policy and practice.  Paper presented at Higher Degree Student-Led Conference, UNSW, Sydney.
Alexander, C. (2012, November).  Towards a critical grounded theory:  Seeking new ways to think about teacher preparation.  Paper presented at New Zealand Association for Research in Education Conference, New Zealand.
Alexander, C., & Praeger, S.  (2012, July).  Listening to the student voice about assessment:  How assessment tools communicate [poster presentation].  Presented at the Australian Teacher Educators Association Conference, Adelaide.
Alexander, C.  (2012, July).  Changes and continuities in teacher preparation:  The ghosts of teacher educators past. Paper presented at the Australian Teacher Educators Association Conference, Adelaide.
Alexander, C., & Praeger, S. (2010). Unpacking the Maze of Expectations: Lecturers, Mentors and Preservice Teachers using Rubrics Together on Professional Experience, Paper presentation, in proceedings of the ATEA Conference: Townsville.
Alexander, C., & Praeger, S. (2009). Smoke Gets in Your Eyes: Using Rubrics as a Tool for building Justice into Assessment Practices, Round table presentation, in proceedings of the ATEA Conference: Albury, Wodonga.