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Education and Training Committee Education and Training Committee Final Report Step Up, Step In, Step Out: Report on the Inquiry into the Suitability of Pre-Service Teacher Training in Victoria ORDERED TO BE PRINTED February 2005 by Authority Victorian Government Printer No. 115 Session 2003-2005 i Inquiry into the Suitability of Pre-Service Teacher Training in Victoria Parliament of Victoria Education and Training Committee Inquiry into the Suitability of Pre-Service Teacher Training in Victoria ISBN 0-9752310-2-2 ii Education and Training Committee Members Mr Steve Herbert, MP (Chair) Mr Nicholas Kotsiras, MP (Deputy Chair) Hon. Helen Buckingham, MLC Ms Anne Eckstein, MP Hon. Peter Hall, MLC Ms Janice Munt, MP Mr Victor Perton, MP Hon. Johan Scheffer, MLC (from April 2004) Staff Ms Karen Ellingford, Executive Officer Mr Andrew Butler, Research Officer Ms Daisy Marshall, Office Manager Level 3, 157 Spring Street MELBOURNE 3000 Telephone: (03) 9651 8309 Facsimile: (03) 9651 8323 Email: [email protected] Website: www.parliament.vic.gov.au/etc iii Inquiry into the Suitability of Pre-Service Teacher Training in Victoria iv Contents Membership of the Education and Training Committee ...................................... iii Terms of Reference........................................................................................... xiii Chair’s Foreword ................................................................................................xv Executive Summary.......................................................................................... xvii Recommendations........................................................................................... xxix List of Tables and Figures ............................................................................. xxxix List of Abbreviations ...........................................................................................xli Chapter 1 Context for the Inquiry Introduction ...........................................................................................................1 Background to the Inquiry.....................................................................................3 Functions of the Committee Terms of Reference Scope of the Inquiry Inquiry Methodology .............................................................................................5 Call for Submissions Briefings, Public Hearings and Community Forums University and School Visits Interstate Investigations International Investigations Conferences Commissioned Research Report Structure Teacher Training or Teacher Education?.............................................................9 Policy Contexts .................................................................................................. 10 International Directions National Developments Victorian Landscape The Governance of Teacher Education................................................................ 16 v Inquiry into the Suitability of Pre-Service Teacher Training in Victoria Teacher Registration Course Accreditation Guidelines for Teacher Education Courses in Victoria Future Teachers Project The National Accountability Framework Current Levels of Teacher Education and Location of Delivery ........................... 21 Levels of Delivery Metropolitan Delivery Non-Metropolitan Delivery Length and Structure of Teacher Education Courses........................................... 26 Current Teacher Education Courses in Victoria ................................................... 27 Undergraduate Primary Teaching Courses Postgraduate Primary Teaching Courses Undergraduate Secondary Teaching Courses Postgraduate Secondary Teaching Courses Primary and Secondary (P-12) Courses Technology Education Early Childhood Education Chapter 2 Accreditation and Accountability of Teacher Education Context.................................................................................................................. 39 The ‘Teacher Readiness’ Concept........................................................................ 40 Accreditation Frameworks in Australia.................................................................. 44 International Models of Accreditation and Accountability ..................................... 47 New Zealand Teachers Council Accountability in the United Kingdom Accreditation in the United States A New Accreditation Framework for Victoria ........................................................ 54 Partnerships in Teacher Education Quality Assurance Conclusion ............................................................................................................ 67 vi Contents Chapter 3 Flexible Design and Delivery of Teacher Education Context.................................................................................................................. 69 Rationale for a New Approach to Design and Delivery ........................................ 70 Career Change Professionals Rural and Regional Needs Alternative Pathways into Teaching ..................................................................... 78 Routes into Teaching in the United Kingdom Alternative Certification in the United States Customised Programs Emerging in Victoria Flexibility of Teacher Education............................................................................ 89 Recognition of Prior Learning Hours of Delivery Distance Education and Online Delivery Site-based Delivery Summary Conclusion ............................................................................................................ 98 Chapter 4 Content of Pre-Service Teacher Education Context.................................................................................................................. 99 Perceived Gaps in Teacher Education............................................................... 100 The Need to Balance Practice and Theory in Teacher Education ..................... 104 Research Projects and Problem-Based Learning The Role of Teachers and Teacher Educators Subject Knowledge............................................................................................. 115 Current Guidelines for Subject Knowledge The Quality and Importance of Subject Knowledge Applied Learning and VET in Schools Childhood Development and Understanding Children’s Needs ......................... 124 Special Needs Students Childhood and Adolescent Development Cultural Diversity Conclusion .......................................................................................................... 136 vii Inquiry into the Suitability of Pre-Service Teacher Training in Victoria Chapter 5 Teaching Practicum Context................................................................................................................ 139 Current Guidelines and Requirements................................................................ 140 Length of Teaching Practicum Expectations of Teaching Practicum Assessment of Teaching Practicum Comparison of Australian and International Models of Teaching Practicum...... 144 Teaching Practicum in Australia International Models of Teaching Practicum Summary Challenges in Effective Delivery ......................................................................... 149 The Cost of Practicum Finding Quality Placements Innovative Models for Teaching Practicum Emerging in Victoria ....................... 154 Emerging Partnership Models Internship Models Improvements to Teaching Practicum ................................................................ 159 Standards and Requirements Length and Structure of Teaching Practicum University Supervision and Assessment of Teaching Practicum Selection of School-Based Supervisors Strengthening Partnerships Achieving a Diversity of Practical Experiences Conclusion .......................................................................................................... 179 Chapter 6 Information and Communication Technologies in Teacher Education Context................................................................................................................ 181 Current Guidelines and Requirements for ICT in Teacher Education ................ 181 ICT in the School Classroom .............................................................................. 184 Challenges in Incorporating ICT in Education .................................................... 186 ICT in Teacher Education - Current University Practices ................................... 188 A New Approach to ICT in Pre-Service Teacher Education ............................... 192 viii Contents Conclusion .......................................................................................................... 195 Chapter 7 Selection of Students into Teacher Education Courses Context................................................................................................................ 197 Guidelines for Selection into Teacher Education................................................ 197 Current Course Requirements and Selection Methods...................................... 198 Primary Courses Secondary Courses Perceived Weaknesses within Current Selection Processes............................. 201 Recruitment and Selection of Career Change Professionals and Mature Age Entrants........................................................................................... 206 Best Practice Models.........................................................................................
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