Assignment: Essay of the Foundation of Teaching and Learning

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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