Anonymous #002

Submitter information

Name

Anonymous #002

Where are you located?

Queensland

What type of area do you live in?

Metropolitan

Are you an education professional?
(e.g. teacher, school leader, learning support assistant, teacher’s aide)

No

Elevating the profession

The actions proposed recognise the value teachers bring to students, communities and the economy.

Would you like to provide feedback about these actions?

Improving teacher supply

The actions proposed will be effective in increasing the number of students entering ITE, number of students completing ITE and the number of teachers staying in and/or returning to the profession.

Would you like to provide feedback about these actions?

Strengthening Initial Teacher Education (ITE)

The actions proposed will ensure initial teacher education supports teacher supply and quality.

Somewhat agree

Would you like to provide feedback about these actions?

I believe that postgraduate ITE should be reformed to encourage more professionals and degree-holders to apply their skills in teaching.

I hold a BA in Ancient History (Hons I, University Medal) from UQ and am currently undertaking an Mphil in the same subject at the university. I’ve recently decided that I would like to become a teacher, rather than pursue a career in academia, as I strongly believe in the value of history education at the primary and secondary level. However, the two-year length of teaching Masters programmes is a massive disincentive to me; by the time I graduate, I will already hold an advanced degree and will have undertaken four years of undergraduate study. While I am still young, I can only imagine how discouraging the length of these programs must be for older professionals who already have families and significant responsibilities.

I believe that shortening the length of postgraduate ITE to one year (a return to the DipEd model) would encourage many more people to re-train as teachers. This would also help to alleviate the critical teacher shortage by increasing the number of teachers entering the workforce quickly, especially if these accelerated degrees were accompanied by scholarships or other financial support. Other countries (e.g the UK) have comparable programmes, and this model seems to have worked well in Australia previously. From my cursory research, it also appears that many students who undertake 2 year teaching Masters are dissatisfied with the programs, particularly with the theoretical and non-practical elements of the courses like pedagogical theory. Cutting this content and reducing the length of the degree to focus on practical classroom experience would also address concerns about teachers entering the workforce with a lack of practical experience.

Thank you for your time.

Maximising the time to teach

The actions proposed will improve retention and free up teachers to focus on teaching and collaboration.

Would you like to provide feedback about these actions?

Better understanding future teacher workforce needs

How effective are the proposed actions in better understanding future teacher workforce needs, including the number of teachers required?

Would you like to provide feedback about these actions?

Better career pathways to support and retain teachers in the profession

The proposed actions will improve career pathways, including through streamlining the process for Highly Accomplished and Lead Teacher (HALT) accreditation, and providing better professional support for teachers to retain them in the profession.

Would you like to provide feedback about these actions?