- Related consultation
Anonymous Submission 014
Related consultation – Teacher Education Expert Panel Consultation
Submitter information
Name Anonymous
Reform area 1: Strengthening initial teacher education programs to deliver confident, effective, classroom ready graduates.
Q: To what extent would the proposed opportunities strengthen ITE to deliver confident, effective, classroom ready graduates?
Little
Reform area 2: Strengthening the link between performance and funding of initial teacher education.
Q: To what extent would the proposed opportunities provide a strengthened focus on improving the performance of ITE programs?
Not at all
Reform area 3: Improving the quality of practical experience in teaching.
Q: To what extent would the proposed opportunities improve the quality of practical experience?
Little
Reform area 4: Improving postgraduate initial teacher education for mid-career entrants.
Q: To what extent would the proposed opportunities improve postgraduate programs to attract mid-career entrants?
Little
Feedback
1. Strengthening ITE programs to deliver confident, effective, classroom ready graduates
What evidence is there to suggest that these ‘core content’ areas are not currently being addressed in ITE? I argue that evidence is needed to support this implication from the expert panel.
There is very limited discussion in the Discussion Paper regarding the importance of subject specific content (content knowledge, and subject specific pedagogy, curriculum and assessment knowledge) in developing confident, effective classroom ready graduates.
Further, I argue that the “evidence base” that is being used to justify some of the reforms in the Discussion Paper is very limited and reductive. It is necessary to broaden the scope of the concept of "evidence base" beyond the usual large-scale quantitative studies and meta-analyses, which are commonly highly regarded in educational settings. In education and across the entire spectrum of curriculum areas, there is frequently insufficient funding for extensive research initiatives.
Comments on specific core content:
Core Content 1 - ‘The brain and learning’ demonstrates a very limited understanding of teaching and learning, and how learning is constructed outside of cognitive science.
Core Content 2 – An overemphasis on cognitive science is evident here. A stronger focus on the subject specific effective pedagogical practices is essential in this area.
Core Content 3 – Again, effective classroom management looks different in different contexts and in different learning environments and subject areas. This area of focus needs to be connected to the phase of learning and subject area the ITE student is studying. Context is important.
Core Content 4 – agrees that the enabling factors including First Nations peoples, their cultures and perspectives; cultural responsiveness; family engagement; and diverse learners, are central to quality ITE study, however, these are already covered in quality ITE courses and connected to the Australian Professional Standards for Teachers.
I do not believe that this reductive and limited approach would have a significant positive impact on ITE to deliver confident, effective, classroom ready graduates. Much more consultation and research are required by the Expert Panel.
2. Strengthening the link between performance and funding of ITE
I do not endorse the proposition to evaluate and rank Initial Teacher Education (ITE) programs and institutions through the implementation of additional performance measures and publication of performance data. Currently, universities and ITE providers already collect and disclose a wide range of information that is publicly accessible. Introducing further performance measurement systems would only increase the workload of teacher educators and ITE providers who are already overburdened.
If any funding link is proposed, it should be directed towards supporting providers who serve regional areas, First Nations students, and students from low socioeconomic status (SES) areas, as well as funding to sustain research in ITE and teaching practices in schools.
If program redesign and delivery changes are required, a "transition fund" to support the associated costs would be beneficial. This should be available to all ITE providers, and if long-term research is necessary, the fund should remain available.
3. Improving the quality of practical experience in teaching
The idea of enhancing practical experience in Initial Teacher Education (ITE) has long been an area of discussion. However, there are persistent challenges with respect to school capacity and their capability to host ITE students for longer practicums. Additionally, there are expectations from schools, teachers, and unions regarding payments that need to be addressed. With the expected increase in pressure on the teaching workforce and the high turnover rate that is predicted to occur over the next decade, there might be fewer experienced teachers available and willing to supervise ITE placements, which could result in further complications.
The financial burden on many students has increased in recent years, and the lack of financial assistance for ITE student’s block placements represents a significant obstacle for some to complete their studies. Certain students are forced to give up their regular jobs and bear additional expenses for childcare, expenses that are currently not covered under the existing funding programs.
4. Improving postgraduate ITE for mid-career entrants
Efforts to enhance access to Initial Teacher Education (ITE) for mid-career entrants should concentrate more on improving overall professional status, teacher remuneration (and acknowledgement of previous experience regarding commencement pay scales in schools), and working conditions, rather than exclusively on the ITE programs. This needs to be part of a holistic discussion regarding the Teacher Workforce Action Plan.
Regarding options for commencing paid employment during the final phase of their studies, this practice is already in place in many regions. Schools apply to the teaching authority for authorization to hire student-teachers in the final stage of their ITE program. This approach is becoming increasingly popular, particularly for specialized teaching areas and in regional locations.