Abstract:
This paper provides a critical outline of the process of political contestation which characterized the formulation, proposed implemenatation and eventual defeat of the AEC (Australian Education Council) commissioned report Teacher Education in Australia (the "Ebbeck" Report) in 1990. The report itself is critically analysed by locating it within the context of broader economic restructuring which, it is argued, has taken on metapolicy status in Australia today. The process of contestation which involved resistance and, particularly from Queensland, concerted opposition to the policy's proposals is then discussed proir to critical examination of more recent trends in teacher education policy in Australia today.