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“No Heart. All Hollow”: Teacher
Education and Professional Teaching
Standards
ECER 2014 :The Past, Present and Future of Educational Research in Europe
2 - 5 September, 2014, Porto, PortugalDr. Yvonne MASTERS
University of New England (UNE)Armidale, NSW, Australia
Where Do I Come From?
AUSTRALIA
NEW SOUTH WALES
ARMIDALE
SydneySCHOOL OF EDUCATION, UNIVERSITY OF NEW ENGLAND
A Global Phenomenon
• Standards (or competences) are common across the globe.• OECD
“Develop a clear and concise statement or profile of what
Teachers are expected to know and be able to do. Use these
teacher profiles as a framework to guide initial teacher education,
Teacher certification, teachers’ ongoing professional development
and career advancement”. (OECD, 2011, p. 11).• Fullan
What is missing is “the purpose and passion that drives the
best teachers” (Fullan, 2003, p.10).
Frameworks“ Theories, models and conceptual frameworks are tools to structure thinking and action about a problem. … These tools may be used … to: - provide a guide for evidence-based practice” (IIott, Gerrish, Laker &
Bray, 2013, p. 1).
“Use the conceptual framework as a tool, not a rule, so it remains ‘fit for purpose.’ Apply the frameworks flexibly. …
Adaptability offers a mechanism for coping with the uncertainty of system and organisational change” (IIott, Gerrish, Laker & Bray, 2013, p. 3).
Teacher education in Australia uses the Australian Professional Standards for Teachers as a mandated framework for pre-service teacher education.
Standards/Competences?
?
Australian Standards: The Discourse 1
• Straitjacket?
The Australian Professional Standards for
Teachers are a public statement of what
constitutes teacher quality. They define the work
of teachers .... The Standards do this by
providing a framework which makes clear the
knowledge, practice and professional
engagement required across teachers’ careers.
Australian Standards: The Discourse 2
• Performative?
The Australian Professional Standards for Teachers .are
organised into four career stages. The Graduate Standards
will underpin the accreditation of initial teacher education
programs. Graduates from accredited programs qualify for
registration in each state and territory. The Proficient
standards will be used to underpin processes for full
registration as a teacher and to support the requirements
of nationally consistent teacher registration.
Australian Standards: The Discourse 3
• Non-relational?
In the Graduate standards the most frequently
occurring word (other than ‘the’, ‘and’ and ‘of’)
is demonstrate, which has evaluative overtones.
In contrast relationship does not occur at all, and
only occurs twice in the entire document.
Communication only appears once in the
graduate standards and collaborate not at all. There
is also no reference to values, which is value-laden
in itself.
Where to from here?
Bourgonje and Tromp (2011) claim that “the
understanding of ‘competence’ is shifting however
from a narrow focus on what a person can do
towards a more holistic focus on the possession and
development of a complex combination of
integrated skills, knowledge, attitudes and values”
(p.9). The question to be asked is how can we work
together to truly institute the more holistic focus.
The use of more humanistic language is a start.
ReferencesAustralian Institute for Teaching and School Leadership [AITSL]. (2011). Australian
Professional Standards for Teachers. Canberra: Education Services Australia. http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list .
Bourgonje, P., & Tromp, R. (2011). Quality educators: An international study of teacher competences and standards.
Fullan, M. (2003). Change forces with a vengeance. London: Routledge Falmer.
Ilott, I., Gerrish, K., Laker, S. & Bray, K., (2013). Naming and framing the problem: using theories, models and conceptual frameworks. In Bridging the gap between knowledge and practice, Your starter for 10: No.2 CLAHRC for South Yorkshire. http://clahrc-sy.nihr.ac.uk/images/TK2A/TK2A%20briefing%20papers/Starter%20for%2010%20No%202%20Final%2008-03-2013.pdf.
Organisation for Economic Co-operation and Development. (2011). Teachers Matter: Attracting, Developing and Retaining Effective Teachers: Pointers for Policy Development. France: OECD Publishing.
Front graphic: http://commons.wikimedia.org/wiki/File:Tin_Woodman.png.
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