The production of Australian professional development policy texts as a site of contest: The case of the Federal Quality Teacher Programme

This article reveals how the provision of teacher professional development is conceptualised within the Australian Government Quality Teacher Programme (AGQTP) policy text and its predecessors, and uses these texts to infer the nature of the production practices associated with the development of these policies. The article argues that multiple tensions within these texts gesture towards support for complex and contested approaches to professional development during the policy production process. To make sense of this contestation, the article draws suggestively upon Bourdieu's field theory, which conceptualises the social world as consisting of social spaces or 'fields', and extensions of his theory, which reveal fields as exerting considerable influence upon one another. The article argues that 'Quality Teacher Programme' texts infer support for more progressive, social democratic approaches to the provision of teacher professional development within the educational policy field, as well as more economistic and neoliberal approaches