1.0
Introduction
Teaching as a
profession is often personified with George Bernard Shaw’s quote “He who can,
does; he who cannot, teaches.” This shows the illness shared for the profession
of teaching in our society (Mayer, 2017). As an individual, a teacher is
respected a lot (Bushaw & Lopez, 2011) but, when it comes to teaching as a
profession, it is often degraded. It is said to be a profession in which anyone
can enter easily whereas entering other professions needs more intellectual
(Ingersoll & Mitchell, 2011). Because of the lower status of teachers
people don’t enter in this field willingly and those who do aren’t serious
about it, or they enter only when other options are closed for them which
impacts the standard of teaching as well as student’s attainment. Teachers,
having a very low status for their own profession, are actually the ones who flourish
other professions. Doctors, Engineers, everyone needs a teacher to teach them
the basics of subjects. Hence, it has become very critical for the leaders to
make sure that the teachers are delivering good foundations of learning (Wheeler,
2016).
Teaching
is a very crucial profession for any society; hence, it is necessary for us to
take strict measures in order to improve the status of teachers.
2.0
Discussion
At the moment, Australia’s
workforce comprises mostly of the people of Generation X. Most of their teachers
are in their late 40s, and they might be retiring soon. (MCEEYA, 2003a ). Hence,
it is now to know the foundation of teaching and learning, so upcoming
generation’s teachers could be more aware and more efficient and they can be
attracted towards teaching career (Mayer, 2017).
2.1 Teaching as a
profession
In a study conducted by Peske et al.,
(2001), teachers were interviewed and it was observed that the number of people
who actually wanted teaching as a lifetime career was very small and limited.
In Australia it was concluded that
teaching as a career is pursued due to three reasons. First is the selfless
reason that is it’s a meaningful career, where individuals work for the
well-being of society and they help pupils in growing, getting a career and so
on. The second reason is that some people are bounded naturally with the
children and they have this instinctive ability to teach so they pursue
teaching. The third reason for choosing teaching as a career is its monetary
reward, the period of leaves and the prestige it gives to an individual (MCFTCEETYA,
2003b).
2.2 Teaching
Professionalism
Teacher's profession is one of the
professions which need the most professionalism because student’s lives are on
their shoulders. They are the one who help them in choosing their careers and
in succeeding in their chosen careers. It’s very important for a teacher to be
of a particular standard (APST, 2011).
2.2.1
Australian Professional Standards for Teachers (APST)
After evaluating different
evidences of teacher’s performances and after analyzing their impact on the
pupil, Australian Professional Standards for Teachers were created. They have
tried to standardize the teaching as a career, which in return makes all the
teachers to be efficient and effective. It explains the important features for
the effectiveness of teachers. Furthermore, these standards can be used by a
teacher to assist herself or higher authorities can use it for evaluating a
teacher (APST, 2011).
This standard has categorized
teaching career in four phases: Graduate, proficient, highly accomplished and
lead. Graduate Teachers are having the initial qualification of being a teacher
and they possess the required skills for teaching students. Proficient Teachers
are more experienced and they know the level of their students. So, they are
able to create a safe environment in which a student can learn and grow. They
are constantly and actively participating in their profession. Highly
Accomplished Teachers are very effective, skilled in managing students. They
are constantly working for improving the teaching practices. Lead Teachers are
representing the school as well as their community. They are considered as role
models for other teachers and they are skilled in monitoring and training other
teachers (APST, 2016).
In this standard seven standards of
teaching are explained, which are divided into three domains. They are
interdependent, linked and connected with each other.
Source: APST (2011).
In domain, Professional Knowledge a teacher must know
the students’ portfolios, their behaviors, their learning styles and the
content that has to be taught along with teaching methodology.
The second domain is Professional Practice in which teachers
are able to provide valuable knowledge in a very effective and engaging manner.
The safe learning environment is created by teacher where she evaluates and
gives feedback to students along with challenging them (APST, 2011).
The third domain is Professional Engagement and as the
name suggests, it's the stage where teachers have achieved a standard of
professionalism. Teachers are able to connect with students and deliver their
lectures effectively. They are able to engage effectively with the school
communities and they work for the student’s enrichment (APST, 2011).
2.3 Curriculum
Curriculum means “content that you are studying in a
specific grade.” (Egan, 1978).
It has been
stated in APST (2011) that Australian Year-12 Curriculum is developed in
collaboration with ACARA. Regardless of where one
lives, studies or is brought up, every Australian youngster must be taught this
curriculum. Content for 43 education sectors and subjects have been established.
Further work is being done by ACARA on the curriculum of languages and on the
support material for teachers (ACARA, 2016).
2.4 Pedagogy
Pedagogy is any informed task given by one person for
enhancing the learning of the other individuals (Watkins &
Mortimore, 1999). Bernstein (2000) said that pedagogy is a process which
develops or forms the intellectual, know-how and learning in a person. He
further explained there are two models of pedagogy, Performance model, where
the teacher explains exactly what's to be done in the activity and what will be
the learning outcomes, and competence model, which is an informal
approach. Here unfocused learning takes place. It’s based on the needs of
individuals (Bernstein, 2000).
2.4.1.
NSW Quality Teaching Model
NSW Department
of education and training is aimed at giving a public school system,
which will be helping all the students in getting a good education irrespective
of their background. It will help students in attaining their full capacity and
be successful (DET, 2003). This model has been made on the basis of past
evidences of teacher’s performances and their way of delivering the knowledge (CESE, 2014). In this model, pedagogy
is only one of the things that is needed to be improved for improving the
quality of education. But what’s surprising is that pedagogy is having the most
impact on student’s learning, it can boost an educational system (DET, 2003). Here
is what NSW model looks like:
Source: NSW (2017)
NSW also told us the process of
accreditation of teachers. There are four stages in the accreditation of the
teachers, those stages are:
Stage 1 “Conditional or
Provisional”: A teacher can teach before the completion of their degree. That’s
Conditional Accreditation and if the teacher starts teaching after the
completion of the teaching degree the she got Provisional Accreditation for
teaching. Stage 2 “Proficient Teacher”: This stage occurs for provisional
teachers after 3-5 years but for conditional teachers it occurs after 4 -6
years. In this stage teacher is in lined with quality teachers. Stage 3
“Maintenance Cycle”: Teachers after maintaining their professionalism for at
least 5-7 years are able to complete this stage. Stage 4 “Highly Accomplished
Teachers: These teachers are not only the members of teaching society but they
are leaders as well. They are role models for teachers and they work for the
betterment of society and education system. Stage 5 “Lead Teachers”: Lead
teachers are basically leaders. They are mentors for many teachers. They are on
higher stage of their teaching career (NSW, 2017).
2.5. Assessment
Assessments are
one of the most important parts of teaching. It helps teachers in enhancing
their ways after monitoring the results of their students. Since the assessment
is taken and created by the teachers, it is very easy for a teacher to know
where students are having issues and what can be done for solving those issues
(Angelo & Cross, 1993). The most recent and significant thing done by ACARA
for assessment is the establishment of its website "My Schools". My
School lists the results of schools on NAPLAN against national averages and it
compares the performances of school against other alike schools (Lingard, 2010).
2.5.1.
NAPLAN
NAPLAN is a national test, conducted every year in
which students from year 3, 5, 7 and 9 appear. This test is not based on
Australian curriculum but it is on the skills that
are required by students for excelling in their academics as well as life. It
tests the student's reading,
writing, spelling, grammar and numeracy skills (NAP, 2016).
2.6. Integrating These
Concepts
Bernstein (1975) stated that even though the
curriculum, pedagogy, and assessment are three connected things, they are often
treated as independent phenomena. The curriculum is treated as a very different
and an individual entity. Assessment is created in a pedagogy free environment
and there’s little consideration given to curriculum and assessment while
creating pedagogies. It makes the teacher's work complex.
In Northern Territory Schools,
officials are making sure to align their curriculum, pedagogy, and assessment in
their institutions. According to them, it improves student’s engagement,
intellectual and their performance (CPAR T-9, 2017). Such initiatives are being
taken in Australia as well. Quality Education will be provided by giving
attention and innovation to all three of the elements, which are curriculum,
pedagogy, and assessment. They are standardizing their quality of education and
the level of teachers with their models (APST, 2011).
2.6. Learning needs of
Gifted and Talented students
As it was discussed earlier, the
Australian Curriculum is taking initiatives for providing quality education to
all the students irrespective of their background. In all the students gifted
and talented students are also included. Such students vary in terms of nature
and capabilities, they aren’t similar in their attributes. There are different
attributes of different students (AC, 2016). These students also have the right
to get relevant, compatible and quality education according to their needs and
requirements. ACARA has ensured to keep gifted and talented students in their
mind while initiating new curriculums, pedagogy and assessment systems. Some
major steps were taken in that for accommodating the gifted and talented
students. AC stated that curriculum can be tweaked according to the requirement
of the individual. For example, a teacher can bring different activities in
year 5 science for such students. She can make a student search his own content
on internet instead of providing him with all the information for doing
assignments. If a solar system is being taught then she can tell such students
to make models and give a tour to other people. This will enhance their
creativity, literacy skills and learning. Australian Curriculum in accordance with ACARA
is constantly trying to give equal chances and diverse learning for such children
(AC, 2016).
2.7 Use of Technology and
its Impact on Student’s learning
It has been observed that students
have a very long lasting impact of technology on them as well as their studies.
It has both positive and negative outcomes (Tamim et al., 2011). But, recently
people are using technology in academic institutions and they are giving very
promising results. Hence, all institutions are integrating the use of
technology in their curriculum and institutions. Past researches have suggested
that students who use laptops and technology are more likely to spend time on
collaborative tasks, projects, produce good assignments and indulge in more
problem solving activities. It boosts their intellectual and makes them better
than average students (Gulek & Demirtas, 2005).
3.0 Conclusion
Teaching is a very complex
profession, one needs to understand the students, deliver the lecture in
accordance with the understanding of students and monitor them as well.
Becoming a good teacher is not an easy task. Quality education can be provided
only when teachers are of a standard. For this purpose, Australia has
implemented professional standards and
NSW quality teaching model (APST, 2011). Curriculum, Pedagogy, and Assessment
are interrelated. Australia is aligning them while taking all the necessary
initiatives for their education system. ACARA is responsible for making
Australia’s curriculum. It has also taken steps like NAPLAN for the assessment
of the students of Australia. ACARA has also provided details on how to treat
gifted and talented students so the standard of education can be maintained for
all the students (ACARA, 2016).
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