An Analysis of the Status of Teacher Certification in the Australian Capital Territory Following the Introduction of the Modular Model

This paper reports on research conducted to evaluate the
effectiveness of the Certification Modular Model 2.0 (CMM 2.0)
offered by the Teacher Quality Institute of the Australian Capital
Territory. The research evaluated the extent to which the CMM 2.0
was attractive, sustainable and developmental. The data was collected
via two surveys conducted with, teachers who were prospective
applicants to the CMM 2.0 and current and former certification
participants. A case study method was used to conduct this research.
Coding and systematic analysis were applied to the data by using the
three selected categories attractive, developmental and sustainable.
Most participants appreciated the developmental nature of the
Modular Model and saw this approach as affording them with
opportunities to gain professional recognition. This study contributes
to knowledge about modular approaches to teacher certification and
has potential to have influence on certification design and
implementation in the Australian context and internationally.