Preparing new teachers for new versions of senior secondary schooling. Angela Hill School of Education James Cook University Townsville

Transcription

1 Preparing new teachers for new versions of senior secondary schooling. Angela Hill School of Education James Cook University Townsville

2 Background to presentation Context of presentation Focus on Queensland Significant reforms in senior schooling Queensland Certificate Education Queensland Studies Authority major review of senior syllabi My argument Overdue for a rethink about preservice teacher education for secondary schooling Renovating preservice teacher education for VET in schools should be a central issue in policy discussions

3 Overview of presentation 1. Where can we see calls for reform or renewal of secondary teacher education programs in response to VET in schools? 2. What are some responses to VET in schools apparent across secondary teacher education programs now? 3. What is it that beginning teachers need to learn and be able to do in relation to VET and senior secondary schooling? 4. How might secondary teacher education programs support beginning teachers to work with VET in schools?

4 1. Where can we see calls for reform or renewal of teacher education in response to VET in schools? Coordinating diversity: directions for postcompulsory school education in Queensland (Cumming report, 1996) Teacher education programs should include competency-based curriculum and adult learning theory Convergence each subject should include specific attributes of both general and vocational skills

5 1. Where can we see calls for reform or renewal of teacher education in response to VET in schools? What learners need for the future : A report of one of the largest single studies of the implementation of VET in senior secondary schooling in Australia (Bell,1999) Teacher concerns Their preparation to teach VET Ability to assess students using competency based curriculum School practices of dumping students in VET Embedding literacy and numeracy in VET Low quality of workplace experiences

6 1. Where can we see calls for reform or renewal of teacher education in response to VET in schools? Learning to work - Report on the inquiry into vocational education in schools (House of Representatives Standing Committee on Education and Training, 2004) The committee believes there is a strong need to revise teacher education courses to encompass the vocational education agenda

7 1. Where can we see calls for reform or renewal of teacher education in response to VET in schools? Joint workshop of the Queensland Studies Authority and the Queensland Board of Teacher Registration. Consider how VET could be included in preservice preparation of teachers for secondary schools/senior phase of learning BTR Meeting summary, 14th Nov 2005

8 2. What are some responses to VET in schools apparent across secondary teacher education programs now? Partitioned programs Separate programs for industry qualified persons Accelerated Industry training Bachelor of VET or Adult and Vocational Education

9 2. What are some responses to VET in schools apparent across secondary teacher education programs now? Programs that support technical compliance for VET Addition of Certificate IV in Training and Assessment Credit for Certificate IV in Training and Assessment

10 2. What are some responses to VET in schools apparent across secondary teacher education programs now? Token additional subject EG: Vocational education and training pathways explain the key policy initiatives relating to vocational education in schools; explain the impact of the introduction of vocational education and training on teachers' work in secondary schools; demonstrate understanding of the implications of curriculum choices in senior secondary schooling and future career options.

11 2. What are some responses to VET in schools apparent across secondary teacher education programs now? Choose from the following Secondary Curriculum Maths Computer Education Integrated Science Biology Chemistry Integrated Science (e.g. Multi-Strand) Physics Integrated Social Science History Geography Legal Studies Business English Music Instrumental Music Drama Art Film & Media Health & Physical Education

12 3. What is it that beginning teachers need to learn and be able to do in relation to VET and senior secondary schooling? Develop a strong conscience around the purpose of schooling Darling-hammond et al (2005) teacher education institutions need to develop the capacity to critically appraise the purpose of schooling Goodlad (1984) Four purposes of schooling Academic Vocational Social Civic

13 3. What is it that beginning teachers need to learn and be able to do in relation to senior secondary schooling? Area 1 Work effectively with mass secondary education and mass participants in senior schooling Develop critical capacities to ensure post school trajectories are meaningful for a wide range of learners

14 3. What is it that beginning teachers need to learn and be able to do in relation to VET and senior secondary schooling? Area 2 Critically interpret and utilise different knowledge and curriculum forms New links between theoretical and practical Convergence of academic and vocational Competency based curriculum Workforce expectations

15 3. What is it that beginning teachers need to learn and be able to do in relation to VET and senior secondary schooling? Area 3 Work within new locations and structures that support senior schooling Learning in a wider range of settingsformal/informal Understanding articulation and certification hybrid partnerships between educational providers, transition support workers, industry, business that create improved schooling and VET experiences

16 3. What is it that beginning teachers need to learn and be able to do in relation to VET and senior secondary schooling? Area 4 Engage with varied governance Knowledge of quality frameworks (AQTF,moderation) Understanding of industry scrutiny

17 4. How might secondary teacher education programs support beginning teachers to work with VET in schools? Policy level Queensland College of Teachers Board Formal position for vocational expert Course Accreditation process Promote vocational sites for practicum professional experiences Ensure the inclusion of learning activities that promote engagement with wide range of partnerships

18 4. How might secondary teacher education programs support beginning teachers to work with VET in schools? Teacher education institution level Establish partnerships with VET experts Model engagement with broad range of partners Examine how curriculum subjects engage with: epistemic and pragmatic; disciplinary and inter-/trans-/multi-disciplinary; learning and application; academic and vocational. (Freebody, 2006 p31) Ensure the inclusion VET (technical, practical and critical aspects)

19 If we don t I mean, I asked for some more at the last HOD meeting, I put the question to all the HOD s and the Admin, they were all there at our fortnightly meeting, or weekly meeting, and I said well, you know, what importance does this body of people here place on Vocational Education, and I came up with the quote you know, that only 25% go to uni, so 75% aren t, obviously aren t going to uni, so they re going into the workforce and, how are we catering for those students? (Sam 5/5/2000: 134).

20 If we don t What we saw last year, because that was the first time we offered TAFE courses within Year 11 last year was the first time they could do a TAFE course in school, and mostly it didn t work because they d miss a whole day of school (Paul, Year 11 Coord 13/5/2000)

21 If we don t I think some of those kids are there because they ve got nowhere else to go. Some of them are away for [days], because they do TAFE, and things like that too. And you find that in the lower stream a lot, they re more likely the kids that will be doing TAFE. But I think a lot of it is just motivation. They don t really see the value of school. I have one student at the moment who for every assessment we get it s [ ] what value is this going to be to me in the real world?. They don t see, they don t understand the connection between what we do in class and what they think they will be doing when they leave school (Erica 14/5/2000: 98).

22 If we don t [ ]then every time the education department gets hold of it, and all of a sudden you ve got SACE and the kids have to write that or they have to give a verbal something or other, and the same old problems arise, the kids that have reading problems and that are behind the eight ball [remain that way]. Teacher in SA

23 If we don t VET feels just like a normal class. I thought it would be different because they said that OP subjects get you into uni. I was thinking that those subjects[op] would be tougher but they re exactly the same Indigenous Community Education Counsellor.

24 If we don t So, in my area I ve got Board subjects and I ve got them in school registered, so, the accountability on the Voc Ed subjects is different for these teachers, some of them have never been teaching [these] subjects, and all of a sudden they ve got to have all these records, that s a challenge (Sam 5/5/2000: 72).

25 If we don t Well, it was quality based. I mean any of the SAS subjects, and we ve got sort of several here, well obviously they re quality based. You ve got Internal Quality Reviews, which you don t have for normal board subjects, or school subjects. You ve got External Quality Reviews, which again you don t have. I mean, the reporting is sort of different, because you re basically reporting to industry. Which is the difference. You ve got, industry playing a key role now, whereas normally it was just straight education, and it was either a school subject, which means, there wasn t any moderation or anything like that. It was very different you know, from going down to any Brisbane BSSSS board meeting, or anything like that. It s, it s just totally different. You know, I mean you re in a situation, thou shalt do this, and so it s just sort of working things out within these structures (Samantha 28/02/2000: 60).

26 If we don t Vocational education in the school is not at the forefront. I mean, its not like sporting achievements or having really good English competitions and things like that. Se we tend to be always [ ] in the background. But then again, we re not doing anything that I suppose is flashy or that s going to cause [major change]- Except get kids jobs. Trina (Hospitality teacher) 17/4/2000

27 References Darling- Hammond, L. et al (2005). Educational Goals and Purposes: Developing a curricular vision for teaching. In L. Darling Hammond & J. Bransford Preparing Teachers for a Changing World. San Francisco: Jossey Bass. Foley, S. (2004).How are we perpetuating class distinctions? Assessing the requirements of new secondary career/technical teachers in Kentucky. In T. Poetter, T. Goodney, and J. Bird.(eds) Critical Perspectives on the Curriculum of Teacher Education. Maryland: University Press of America. Freebody, P. (2006). Obedience, learning, virtue, and arithmetic. Knowledge, skill and disposition in the organisation of senior schooling A discussion paper prepared for the Queensland Studies Authority. Goodlad, J. (1984). A place called school. Prospects for the future. New York: McGraw Hill