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Article Excerpt
Based on research into the University of Western Sydney's new secondary teacher education initiative, Classmates, this paper argues that first-year-out teachers placed in disadvantaged schools may be better prepared to deal with the needs of their students if three conditions are met: firstly, their practicum experience is focused on mainly one site, and this experience is continuous and well-supported; that their initial employment as a teacher is undertaken in their practicum school, possibly in a casual capacity; finally, that their inception year of full-time, permanent teaching occurs in a school in which they have undertaken their practicum. This paper purports that these approaches could grow a strong cohort of relatively confident new teachers and potentially reduce their individual stress while providing them the time and space to develop their pedagogical skills and institutional understandings within an economical framework. Additionally, such an approach could provide greater support for school faculties and school communities.
Keywords
teacher education
first-year teacher
teacher preparation
teaching innovation
student teachers
teacher recruitment
Introduction
Teaching is a rewarding occupation but it is simultaneously complex and demanding. This complexity is reflected in the many roles that teachers undertake in addition to that of pedagogue. Furthermore, neo-liberal approaches to education in Australia have resulted in additional burdens being imposed on teachers through an increase in external standards and accountability measures (Apple, 2002; Martinez, 2004; Singh, 2004).
Despite these complexities, beginning teachers are frequently placed in challenging schools where there are high levels of sociocultural disadvantage and inadequate social and material resources, often resulting in a range of issues related to discipline, student welfare, and--either alone or in combination--social, emotional or learning difficulties (Lareau & McNamara Horvat, 1999; Thomson, 2002). Care and support agencies in these communities have often been limited or retracted, and local schools frequently find themselves endeavouring to deal with such voids (Thomson, 2002). These factors add another dimension to the many trials that face teachers.
Notwithstanding such challenges, there is an expectation that beginning teachers will be able to quickly and effectively assume their teaching role, with as little disruption to busy staffrooms as possible. It is interesting to note that teaching is one of the only careers where there is an expectation that a newly appointed individual is ready for the workload and diversity of a new occupation, and where there is little, if any, well-structured on-site training (Manuel, 2003). This is astounding, considering the high level of social and moral responsibility entrusted to teachers.
Although many beginning teachers enter the profession displaying high ideals, it is unsurprising that many also leave early in their careers, particularly those working in disadvantaged or difficult schools (Berry, 2004; Ewing & Smith, 2003; Johnson, 2004; Martinez, 2004; Vinson, 2002). Burn-out has been cited among a range of reasons for resignation (Goddard & Goddard, 2006). Resignation also reflects the contemporary workforce mobility trend, where teaching is one segment of a career portfolio rather than a lifelong vocation (Ewing & Smith, 2003; Johnson, 2004; Kalantzis & Harvey, 2002).These changing patterns in career pathways are apparent internationally (Martinez, 2004).
This staff turnover means that there can be a consistently high concentration of beginning teachers at the one site. This can result in a range of problems in relation to stability; teaching quality; mentoring; the development of professional knowledge; and the maintenance of corporate knowledge (Berg et al., 2005; Darling-Hammond, 2000; Rockoff, 2003). Research suggests that even a salary increase may not necessarily enhance teacher retention rates (Berry, 2004).
Ewing and Smith (2003, p. 16) recently identified a range of problematic issues articulated by Australian teachers early in their careers in relation to their beginning teacher experiences. These included the following:
adjusting to the demands of teaching fulltime; negotiating colleague relationships; understanding classroom, school and community cultures; coping with self: finding a niche; and the idealism of the pre-service preparation.
Such issues have no simple solution and, when compounded with the general demands of teaching, may make one's desire to remain in teaching less appealing. Ewing and Smith report that there is increasing recognition that 'high quality support for beginning teachers will lower the attrition rates' (2003, p. 16).They also point out that 'one of the important factors in retaining teachers is the preparation they experience in their pre-service education and the degree that this prepares them for their professional work' (2003, p. 23).
Pre-service teacher preparation and transition to teaching has been researched internationally from many perspectives including but not limited to the following:
* implementing programs and methods that aim to develop pre-service teachers' abilities or knowledge base or both (Collins, 2004; Orland-Barak & Yinon, 2005; O'Sullivan, 2002; Page & Hastings, 2006)
* including school--university partnerships (Godinho et al., 2007; Schulz & Hall, 2004)
* providing online learning programs (Yates, 2003)
* changing programs to build particular skills in light of broader government initiatives related to the development of global-based economies (Bekalo & Welford, 1999; Kunje, 2002; Ng et al., 2004).
This paper, recognising the situated nature and limitations of the research studied, seeks to promote discussion about developing structural and system-wide changes to teacher preparation and teacher inception that may 'smooth the way' for beginning teachers by reducing the workload and stress of a new and demanding job. It purports that the transition from pre-service to qualified teacher could be dealt with to provide an increased level of support to both beginning teachers and school faculties. It is not endeavouring to find a single solution to a complex issue but rather to put forward some ideas for consideration to help relieve concerns. The suggestions are based on ongoing qualitative research into a secondary teacher preparation initiative called Classmates at the University of Western Sydney, Australia, which aims to prepare pre-service teachers for disadvantaged schools.
Several key suggestions are explored:
* focusing professional experience mainly (although not necessarily exclusively) on one site;
* implementing a well-supported and continuous professional experience at this site;
* employing student teachers at their practicum school in a supported, casual capacity upon qualification.
As a result of the new accreditation processes for teachers in New South Wales, I also suggest that...
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