Experts question minister’s call for a review into the quality of teacher education courses

Three of Australia’s teacher education experts have questioned statements made by education minister Alan Tudge that a review is needed into initial teacher education (ITE) courses and that some beginning teachers are not equipped for the classroom because they are taught too much theory in lieu of practice.

Tudge made the comments during a speech last Friday at the Menzies Research Centre, emphasising that improvements in quality teaching, curriculum and assessment are required for Australian schools to be among the world's best.

“Some teachers are still graduating from their courses insufficiently prepared to teach in a classroom either because there has been too much focus on theory at the expense of practice, or because evidence-based teaching methods are not taught,” the education minister said in his speech.

However, Professor Mary Ryan, Dean of Education at Macquarie University and President of the NSW Council of Deans of Education, said “Initial Teacher Education should not be a political football”.

"All ITE programs go through rigorous accreditation processes assessed by panels of teachers, principals and academics. In addition, many practising teachers already contribute to ITE programs,” she said.

"New graduates have demonstrated through externally endorsed and moderated teaching performance assessments that they can use evidence to inform quality teaching that responds to students’ needs.

"Whilst major changes have occurred in ITE, changes in the structural inequities of our schooling system have not kept pace.

"Another reform of initial teacher education cannot focus on the same issues as the 100+ reforms since the 1970s. A focus on how we ensure diversity in our profession and how we teach about, to and for diversity is paramount."

Dean of Programs: Education Futures at the University of South Australia, Associate Professor Victoria Whitington, also came to the defence of pre-service teacher education in Australia.

"Initial teacher education university providers are very observant of research findings with regard to how they prepare their preservice teachers for their role as highly effective teachers in the field," Whitington said.

"Providers are particularly interested in findings from research that employ accepted scientific methods and show clear learning outcomes for children.

"With regards to the teaching of literacy and numeracy, pre-service teachers are provided with a rich smorgasbord of strategies well based in research, not one, as the challenges children face in learning vary considerably. What will work with one child may not with another."

Dr Katrina Zammit, Deputy Dean in the School of Education at Western Sydney University, joined the chorus of experts challenging the education minister’s statements. The experienced teacher educator of 25 years has been involved in the accreditation of ITE courses for many years - at both state and national levels.

"The development and accreditation of initial teacher education programs are guided by Australian Institute for Teaching and School Leadership and overseen by state/territory Teacher Regulation Authorities," Zammit said.

"Programs are required to meet a set of standards which specify what a program must cover and the types of learning experiences (including Professional Experience Placements in schools) that must be provided. Within these guidelines the university provider has to identify how they meet the six program standards.

"During the development of a program we are required to consult with our professional colleagues in schools, leaders across school systems, and community members so they are able to have input into the design of a program and all of the units that will be studied by our Pre-service Teachers. The development of programs is also informed by the latest evidence-based research on teaching and learning.

"The process of accreditation is undertaken by a panel of trained assessors within each jurisdiction, who are drawn from the education profession. It is an extremely rigorous process. As a panel chair I can vouch for the process. We have to provide evidence that the program covers all Graduate Teacher Standards. We also have to ensure that we are teaching the mandated curriculum areas, covering inclusive education, classroom management, differentiation of learning to meet students’ needs, and many other areas.

"The process of accreditation is undertaken by a panel of trained assessors within each jurisdiction, who are drawn from the education profession. It is an extremely rigorous process. As a panel chair I can vouch for the process. We have to provide evidence that the program covers all Graduate Teacher Standards. We also have to ensure that we are teaching the mandated curriculum areas, covering inclusive education, classroom management, differentiation of learning to meet students’ needs, and many other areas.

"What we teach is what we have had approved through this rigorous accreditation process."

The education minister’s speech announced a 10-year plan to bring Australia’s educational results “back amongst the world’s best”. The speech also suggested that one-year graduate programs could be back on the table.

“Twenty years ago, when our standards were higher, a person could be trained to become a teacher through a one-year Diploma. Now it takes a minimum of a two year Masters. It would be a rare mid-career person who could afford to take two years off work. Shorter pathways are required,” Tudge said.

“We need a system that recognises that many professionals have deep expertise and relevant experience that would make them highly impactful teachers. I would love to see more engineers and accountants, for example, using their mathematical expertise to help us address our critical shortage of maths teachers.

“In the end, the quality of teaching is the most important factor in student outcomes. It is my most important priority when it comes to schooling."