Another review of Australian initial teacher education

A review of Australian initial teacher education (ITE) has been launched today by Education Minister Alan Tudge (the sixth review since 2014). The Minister tweeted that this review “is the most critical element of our target to return Australia to the top group of education nations globally by 2030”, but with about 300,000 Australian teachers currently teaching in Australian schools, this move looks like a political distraction designed to provide a seemingly simplistic solution to ‘fix’ an apparent education problem in which Australian education is described as ‘falling behind’ with ‘standards slipping’.

The quality of teaching is cited in the Minister’s media release as “the most critical element towards lifting standards” and “the most important in-school factor influencing student achievement”. The important part of this statement is that the quality of teaching is generally accepted as the most important SCHOOL-BASED factor influencing student learning and achievement, but is eclipsed by social, cultural and economic factors outside a school’s control.

What is needed is to provide teachers with trust, support, resourcing, time and professional learning. The Gonski 2.0 report, the Australian Principal Health and Wellbeing Survey, the Gallop Inquiry, and Monash University’s Social Cohesion in Victorian Schools Report, all point to teacher and school leader workload intensification, increasing complexity of roles and the work of schools, erosion of wellbeing, and the need for time for meaningful collaboration, planning, assessment, and monitoring of student progress. The pandemic has revealed that what is needed in our schools and school systems is addressing of systemic inequities, and a considered focus on and investment in wellbeing of students, teachers and school leaders, alongside a focus on learning for all.

While it is a longer and more difficult game to address systemic inequities and the work of the teaching profession (than to form a panel of four people to provide recommendations on teacher training), it is work that needs to be done. If the government wants the ‘best and brightest’ in the teaching profession, then the profession itself needs to be trusted, valued, and attractive to those entering ITE.

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