The future of initial teacher education
Queensland Teachers' Journal, Vol 129 No 3, 3 May 2024, page 15.
Delegates at the “Serving the Future of Initial Teacher Education” conference in Sydney have called for the creation of ‘flexible pathways’ into initial teacher education (ITE), but they must not be at the expense of quality.
ITE has experienced reform and uncertainty for the past 10 years, with various reviews citing the need for change.
This has resulted in the introduction of initiatives intended to progress and transform the ITE landscape. The Teacher Education Ministerial Advisory Group (TEMAG) introduced new schemes and programs such as teaching performance assessments (TPAs), the literacy and numeracy test for initial teacher education (LANTITE), the introduction of non-academic selection criteria (NARTE) for applicants, and Australian Teacher Workforce Data collection.
There is no clear data to ascertain whether these reforms have made any significant inroads with the issues within ITE. They certainly have not made a difference to the attraction and retention of teachers.
In 2021, the Teacher Education Expert Panel (TEEP) was established to provide input into improving ITE, boosting graduation rates, and ensuring graduating teachers are better prepared for the classroom. Its recent review of the ITE system resulted in “Strong Beginnings: Report of the Teacher Education Expert Panel”. It includes 14 recommendations, the last five of which relate to practical experience (PEx) and the attraction of mid-career (career change) applicants.
- Develop national guidelines for high-quality practical experience.
- Provide systemic support and investment in practical experience.
- Develop and expand mid-career pathway programs.
- Better promote mid-career pathways.
- Build the evidence base for mid-career programs.
The discussion at the Sydney conference centred on the need for innovative ITE pathways, but highlighted that the quality of Australia’s teaching qualifications process must not be lost in the need for ‘quantity’ and haste. Rigorous, high-quality and “employment-based” programs, with condensed or accelerated pathways, were touted. The discussion centred on achieving professional experience (PEx) “standards”, rather than a focus on the number of days required.
The reduction of financial disincentives and ways to attract mid-career applicants and those with an employment background in areas of high demand, such as STEM, was a focus, as was looking at pools of “potential teachers”, such as the thousands of teacher-aides who could transition to teaching via an upgrading of qualifications. Recognition of prior learning and the need to “grow your own” (attracting recruits to teaching in situ) in rural, regional, remote and low SES communities which struggle with retaining teachers, were explored in depth.
Victoria has recently significantly increased the number of people applying to high school ITE programs via scholarships. It has been suggested that “paid placements” and scholarships that suit the needs of ITE students, as well as the employers who are looking for teachers, are the solution (albeit a costly one). This will force the sector to think more seriously about employer-led ITE programs. There is a risk that doing this potentially reduces the rigour of ITE programs to the level of a training program that suits the employers’ needs. An ITE program must educate well-rounded teachers who develop a sound knowledge and application of the theories of learning and development, pedagogy and curriculum, and combine that with practical experience in the classroom.
There was consternation at the recent Western Australian announcement of a one-year diploma course, which has no teaching performance assessment (TPA) and sits outside the ITE accreditation process of the teacher registration bodies. This has implications for ITE providers across the country.
Internship programs, such as the “Turn to Teaching” program in Queensland, are emerging across the county. Having commenced this program three years ago, Queensland is well positioned to expand and improve upon this type of internship, to help address the teacher shortage in key areas across the state.
The industrial needs of the supervising teachers, mentors and education leaders, as well as the ITE students, must be considered and protected. The QTU, in conjunction with the Independent Education Union – Queensland and Northern Territory Brach (IEU-QNT), will hold an ITE symposium in May with key education employers, the teacher registration body and the university sector, to explore how industrial agreement can capture the flexibility needed in new ITE programs, without compromising the employment conditions of those involved.