Opinion & Commentary
Time to open gate to school-based training
A few things are known about education. The most important influence on how much a child learns is the quality of teaching they receive.
Quality teaching, particularly in the key curriculum areas of maths and science, is determined largely by the teacher's depth of knowledge of their subject and their verbal intelligence; that is, their ability to communicate.
There is little evidence, however, that mandatory pre-service teacher education at the university level has any consistent effect on teacher competence, at least for secondary school teachers.
A survey by the Australian Secondary Principals Association (ASPA) found that close to 40 per cent of secondary teachers were teaching at least one class outside their subject area. This is seen as acceptable, even if not ideal, by many in the education community, whereas the idea of teaching without an accredited education qualification is intolerable and will soon be outlawed in both government and non-government schools.
Under these conditions of employment, schools are forced to accept people with mediocre qualifications in their subject field just because they have a diploma of education, yet are unable to hire a brilliant young maths graduate or experienced scientist without one.
According to the research on teacher quality, the emphasis on teacher training is wrong. And it may be counterproductive. Some researchers argue that extensive pre-service education and administrative requirements may aim to raise the bar, but might in effect be keeping out good potential teachers as well as poor ones.
It is no coincidence that almost all states and territories are experiencing difficulties filling teaching positions. The Ministerial Council for Employment, Education, Training and Youth Affairs estimates potential shortages of 20,000 to 30,000 teachers by about 2012. Shortages are unlikely to be across-the-board, however, and will probably exacerbate existing imbalances in the teaching population.
A survey published by the Australian Council of Deans of Science this year found that 41 per cent of schools reported difficulty recruiting physics teachers and 31 per cent of schools reported difficulty recruiting chemistry teachers. The survey also found that many science teachers were under-qualified, a significant proportion having completed only minimal science education beyond their own schooling.
Recruitment difficulties in maths, physical sciences and technology expand into other curriculum areas in rural Australia , where shortages are chronic.
Part of the problem is that Australia has a general labour market that rewards highly able maths, science and technology graduates and a teaching labour market that has failed to respond.
The initial deterrent of having to complete a further year of study in order to qualify to teach is also significant. On top of this, there are widespread concerns about the quality of pre-service teacher education courses.
ASPA has described pre-service teacher education as "extremely poor" and reviews of teacher training have identified the need for a greater emphasis on practical classroom experience.
Despite the clear need for new strategies to attract high-calibre teachers and to improve their training, the vast majority of education institutions have not been innovative and, rather than making it easier for able people of good character to enter teaching, the authorities are gradually making it more difficult.
Alternative forms of teacher certification, such as school-based teacher education, have the potential to increase both the quantity and quality of secondary school teachers.
The Career Change Program being run by Victoria University is the sole example of such an initiative, involving only a couple of dozen teachers in a pilot program.
In school-based teacher training, the school is central.
Teacher trainees would be recruited directly into schools.
The trainee might be a recent graduate or a career-changer with suitable experience and education, and would be paid a salary as they undertake classroom duties.
There would be a short period of intense course work and then a reduced teaching load while they complete the necessary university studies.
For school-based teacher training to have any impact, it will have to be endorsed by teacher institutes and registration boards, as these organisations are the gate-keepers to the profession. They will need to recognise that school-based training does not involve lowering the bar, but rather providing an alternative way to reach it.
Jennifer Buckingham is a research fellow in The Centre for Independent Studies Social Foundations program. This is based on her new report Good Teachers Where They Are Needed.
