The Australian Teacher Education Association (ATEA) was formed in 1988. Prior to this time teacher educators in the region were connected through the South Pacific Association of Teacher Education (SPATE) 1972-1987, which grew from the National Association of Teacher Education (NATE) in 1971.
ATEA History Book
A commissioned book was launched at the annual conference in 2009 that details the history and story of ATEA: Claiming a voice: The first thirty-five years of the Australian Teacher Education Association, prepared by Josephine May, Allyson Hollbrook, Alison Brown, Greg Preston and Bob Bessant.
May JR, Holbrook AP, Thompson AM, Preston GD, Bessant B, (2009) Claiming a Voice: The First Thirty-Five Years of the Australian Teacher Education Association, Australian Teacher Education Association, Perth, WA.
In the words of Josephine May when launching the book at the 2009 Annual Conference:
ATEA continues to provide an “active and ongoing status as the peak representative body for teacher educators, and the word ‘voice’ suggests not only a collective and democratic emphasis that this association particularly has sought to achieve, but also a ’ speaking out’ to one another, to other practitioners and researchers, to governments, and to the wider society.”
Josephine May (2009)
ATEA special publication, Asia-Pacific Journal of Teacher Education,
37:4, 415-417, DOI:10.1080/13598660903250407
This book, an inaugural publication from the Australian Teacher Education Association (ATEA), Teacher Education: Innovation, Intervention and Impact is both a product of, and seeks to contribute to, the changing global and political times in teacher education research.
This book marks an historically significant shift in the collective work and outreach of the Australian Teacher Education Association (ATEA) as it endeavours to become an even more active contributor to a research-rich foundation for initial teacher education and to a research-informed teaching profession.
The book showcases teacher education research and scholarship from a wide range of institutional collaborations across Australia. Studies highlight the multiple ways in which teacher education researchers are engaging with students, teachers, schools and communities to best prepare future teachers. It informs both teacher education policy and practice and is ‘a must read’ for those engaged in the education community. Above all it marks a shift for teacher educators to build from each others’ studies in new generative and productive ways.