The Queensland government is pondering the introduction of the ‘Teach for Australia‘ model into state schools. The idea, trialled in Victoria and inspired by an American programme, is to fast track graduates with Bachelor’s degrees in any discipline into classrooms after six weeks’ training, with subsequent training delivered while they’re in the workforce.
I’ve been teaching at tertiary level for over a decade, I’ve taught Education students, and I’ve got family and friends who are or have been teachers. I don’t think I’d feel at all confident about going into a classroom after six weeks with a PhD as well as a few other degrees! – I’d be very well aware that I know little about child psychology and development, or classroom and behaviour management, let alone bearing the very weighty responsibilities for students’ well being and health and safety. I doubt all that could be taught in six weeks, and I doubt that you can learn it effectively through some sort of apprenticeship model, no matter how many ‘guides’ and ‘mentors’ you have.
University faculties, to my certain knowledge, already have great difficulty placing students on prac because of the additional workload on their classroom teachers, and stories about the difficulties involved are legion from teachers, academic supervisors and education students.
I believe there’s been no evaluation of the Victorian programme yet, and it’s not hard to see this as a simplistic twist on the movie fantasy of idealistic teacher saves poor kids’ lives script. The reality is that, no matter how idealistic, beginning graduate teachers have a high propensity to leave the profession in their initial years, because they’re already not adequately supported. Similarly, what disadvantaged schools need is stability, experience and professional skills in the workforce, and the fact that’s hard to secure is probably the real justification for Anna Bligh’s consideration of this policy.
How this all meshes in with Bligh’s overall goal of more rigorous teacher registration and qualifications is also a question still to be answered.
As well as insulting the professionalism of teachers, this also cynically cheapens the idealism of those who might be attracted to the programme in the cause of saving Bligh’s electoral skin. It’s particularly depressing because her earlier contribution to school education in Queensland, though susceptible to a range of legitimate criticisms, was the outstanding contribution she’d made as a Minister.
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