Author: Diane Mayer

University of Queensland

Keywords: Bachelor of Education, University of Queensland, preservice teacher, secondary teaching, teacher training, school/university partnership, community based education, cultural diversity, situated learning, flexible delivery

Article style and source: Peer reviewed. Original ultiBASE publication. Paper initially prepared for "Initial Teacher Education Forum: Showcasing excellence in initial teacher education and schooling" RMIT University, Melbourne 17-19 February 1999.

Contents

• Abstract
• Introduction
• The Context
• Ipswich: The Unique Opportunities of the Specific Context
• Learning to Teach: the Literature
• Transition from preservice teacher to beginning teacher
• Education for All
• Teacher Education for the New Millennium: the B.Ed. at University of Queensland
• Working Effectively with a Diverse Student Population .
• Community Based Teacher Education: Situated Learning .
  • Partner Schools
  • Community Centre
  • Learning
  • Building personal theories: reconceptualising theory and practice
  • Inquiry oriented cases, projects, research
  • Flexible delivery; state-of-the-art technology
  • Content: issues for the new millennium
  • Inducting beginning teachers: the internship
• Conclusion
• References

Abstract

Introduction

The opening of a new campus in a community which has previously had no university presence, along with the requirement in Queensland to extend end-on teacher preparation programs to 4 semesters, provided the opportunity for the University of Queensland to reconceptualise initial teacher education and construct an innovative and contemporary teacher preparation program. By drawing upon current literature on learning to teach, the paper describes and justifies the features of the course. It aims to be forward looking, contextualised and personalised, preparing teachers who will be able to meet the challenges and utilise the opportunities of the new millennium. The course aims to develop in graduates a sense of social agency so they work towards greater equity and social justice in schooling and society. It begins with the prior experiences and resultant values, beliefs and dispositions the participants bring to the program and aims to provide a learning environment where preservice teachers build personal theories of teaching and construct their professional identities. top

The Context

For example, the recent inquiry into the status of the teaching profession (Senate Employment Education and Training References Committee, 1998) identified a crisis of confidence in several areas impacting on the quality and status of teaching and teacher preparation, including: the quality of preservice education and subsequent professional development; the relationships between schools and communities; and the relationships between Faculties of Education and schools.

The report specifically highlighted weaknesses in the quality of preservice teacher education, including: The perceived gulf between the theory offered in university courses and the everyday world of teachers work; The difficulties of providing quality supervision in the practicum from already overworked and stretched supervising teachers in schools; and a general lack of skill and experience with technology, behaviour management, relationships with parents and the community, the teaching of literacy, and Indigenous education issues.

In addition, an Australian Council of Deans of Education project developed national standards and guidelines for initial teacher education (Australian Council of Deans of Education, 1998) . This project was funded under the Projects of National Significance Program of the Schools Division of the Commonwealth Department of Employment, Education, Training and Youth Affairs. Amongst other things, the report recommended:

• An extended school experience in the final year;
• Preservice teachers undertaking projects with related professions (e.g. youth work);
• Provision for flexible delivery in teaching and learning approaches;
• At least 2 academic years of professional studies;
• and Strong partnerships arrangements for the development and implementation of teacher education programs.

It also outlined attributes that all graduates should have developed in their teacher preparation program, including:

• An awareness of their own values and an understanding of the role of values in teaching practice,
• curriculum and school organisation; An active sense of themselves as practitioner researchers;
• A commitment to treating all students equitably and acknowledging that all students are capable of learning;
• The knowledge, understandings, capabilities and dispositions to effectively teach Indigenous students, and to teach all students about Indigenous issues;
• And an understanding of and ability to use appropriate technologies.

The issues of teaching competence and how to capture the complexity of teaching have also attracted attention in Australia in recent years. The National Project on the Quality of Teaching and Learning (NPQTL) under the auspices of the now defunct Australian Teaching Council (ATC) involved school authorities, teacher unions, the Commonwealth government and the ACTU, and sought to provide an explanation of what counts as competent teaching as a means of underpinning teachers learning and enhanced professional practice. The project developed a National Competency Framework for Beginning Teaching (National Project on the Quality of Teaching and Learning, 1996) , incorporating 5 areas of competence:

• Using and developing professional knowledge Communicating, interacting and working with students and others
• Planning and managing the teaching and learning process
• Monitoring and assessing student progress and learning outcomes
• Reflecting, evaluating and planning for continuous improvement

This competency framework provides for preservice teacher education programs significant guidance for desired professional practice outcomes of graduates.

Queensland provides its own specific context for the development of initial teacher education programs. In Queensland, all teachers must be registered by the Board of Teacher Registration, an organisation in which all parts of the teaching profession have significant involvement. The Board develops guidelines for teacher preparation programs for teacher registration purposes (Queensland Board of Teacher Registration, 1997a) and has recently changed the minimum length of time for end-on teacher preparation courses to be 4 semesters (something which the Preparing a Profession report also suggested). Also included in the guidelines is the requirement that there be 100 days of field experiences, 80 of which must be in schools in supervised practicum.

Like the Australian Council of Deans of Education (1998) , the Queensland Board of Teacher Registration emphasises the importance of teacher education programs with an inquiry-oriented framework incorporating critical reflection which encourages the teacher to look at the values that are underpinning what s/he teaches, to whom, and why, and question the social conditions of schooling in which teaching takes place (Queensland Board of Teacher Registration, 1994; 1997a) . Also like the Australian Council of Deans of Education, the Board stresses the value of partnerships between universities, employing authorities, schools and professional and industrial organisations in the development, implementation and evaluation of teacher education programs (Queensland Board of Teacher Registration, 1994; 1997b) . Successful partnerships in teacher education are those characterised by collaboration; by the commitment of all parties; by effective ongoing planning, management and evaluation; by effective communication; by a recognition of shared educational goals; and, by continuing active participation of all the partners (Queensland Board of Teacher Registration, 1997b) . The Board has consistently highlighted the importance of an extended practicum experience or an internship towards the end of the preservice teacher preparation program (Queensland Board of Teacher Registration, 1994; 1997a). top

Ipswich: the unique opportunities of the specific context

The Bachelor of Education being offered at the new Ipswich campus aims to be community focussed. The Ipswich context creates its own challenges and opportunities since it is a community in transition. With the erosion of its traditional manufacturing base and coal mining industry, Ipswich has had to cultivate a new identity. The development of a university campus is one part of Ipswich's strategy to strategically develop information and technology industries as new and sustainable sources of employment. The community profile of Ipswich is also changing. The local government area includes a number of distinct zones: an established and highly stable central urban area, with an ageing population; surrounding rural agricultural districts with a stable and largely monocultural population; a relatively wealthy rural residential area to the north; and a high growth corridor towards Brisbane to the east with a growing and mobile population. This last area includes significant groups of recent migrants from non-English speaking backgrounds, indigenous Australians, and single parent families. While 7% of Ipswich's population in general speak English as a second language, there are pockets in this eastern corridor with between 18 and 21% of their population from NESB. Similarly, while 2% of Ipswich's population overall are Aboriginal, these people are clustered in this corridor where they constitute up to 7% of the local community. In comparison to the rest of Queensland, the population of Ipswich displays a slightly lower level of educational achievement with the surrounding rural areas in particular showing a low level of formal qualifications. Ipswich's population profile is further distinguished by the higher than average population of people with a disability, who have been attracted in the past by the region's residential facilities and support services.

Thus, within a total population of approximately 130, 000 people, there are distinct pockets of advantage and disadvantage. This diversity is reflected in the school populations of the various localities, providing the teacher education student with a range of challenges, and exposure to worlds other than their own.

To depict the Ipswich community, it must also be recognised that Ipswich is the home of the highly contentious and publicised One Nation Party, a recent arrival on the Australian political scene. The maverick Pauline Hanson was elected to a single term in the Senate on a platform that was highly critical of positive discrimination measures for disadvantaged groups, reflecting the current widespread ascendancy of "conservative restoration" politics (Apple, 1998) . Her derivative party captured a ground swell of the conservative vote in the recent Queensland state elections to become a significant presence in the Australian political landscape. The notoriety, animosity and tension engendered by this political movement have overshadowed any recognition of the dynamic spirit of this community as it undergoes its transition under the media spotlight. Thus the teacher education student shall be immersed in a community with a heightened and contested awareness of social equity issues.

Ipswich has previously not had any university presence in the community. It has a well established college for technical and further education (TAFE), while higher education needs were usually met by Brisbane-based universities, 40 kilometres to the east. The development of the opportunities, resources and research mandate of a university will bring a powerful new resource into the community. The community thus far seems eager for this input and should provide fertile ground for education students.

In addition to the national, state and local contextual features outlined above, development of teacher education programs must consider what we currently know from the literature about learning to teach and the transition to full time teaching, and be responsive to current reforms in education and schooling. Each of these is briefly considered in the following sections. top

Learning to Teach: the literature

Beliefs about teaching and learning are well established by the time preservice teachers begin their formal teacher preparation, and seem to be relatively inflexible and resistant to change (Pajares, 1992) . In general preservice teachers began their courses with clear images of teaching and of themselves as teachers derived in the main from their own schooling experiences, predominantly modelled on specific teachers who stood out in their memories as inspirational and charismatic (Calderhead & Shorrock, 1997) . Prospective teachers, then, bring to their teacher education more than their desire to teach. They bring their implicit institutional biographies ñ the cumulative experience of school lives ñ which, in turn, inform their knowledge of the student's world, of school structure, and of curriculum. All this contributes to well-worn and common-sense images of the teachers' work and serves as the frame of reference for prospective teachers' self images. (Britzman, 1986, p.443)

These well established and common-sense conceptions about teaching often lead preservice teachers to have high confidence in their ability to teach (Brookhart & Freeman, 1992) . Teaching is often seen as the simple and mechanical transfer of information and learning to teach is seen as acquiring specific knowledge and skills through modelling themselves on other teachers and through trial and error experience in the classroom (Calderhead & Shorrock, 1997, p.165) . Thus preservice teachers often resist aspects of teacher education programs which ask them to reflect on teaching for them, teaching is 'something you do, not something you think about or study' (Bolin, 1990, p.11) .

For teacher educators though, learning to teach during preservice teacher education usually means examining established beliefs about teaching and acquiring skills and knowledge in becoming competent beginning teachers. But as Kagan's review concludes:

This group of studies confirmed what was suggested by the prior cluster of studies: that preservice students enter programs of teacher education with personal beliefs about teaching images of good teachers, images of self as teacher, and memories of themselves as pupils in classrooms. These personal beliefs and images generally remain unchanged by a preservice program and follow candidates into classroom practica and student teaching. (Kagan, 1992, p.142)

However teacher education programs which reject a view of learning to teach as providing knowledge about teaching and which operate within a more constructivist orientation are able to report significant professional growth (Wideen, Mayer-Smith, & Moon, 1998) . These programs usually had preservice teachers firstly expose their beliefs and theories of teaching, and then provided learning opportunities which encouraged them to interrogate their personal theories of teaching. Techniques which have been used in these programs to facilitate professional growth and help preservice teachers build a professional identity in the context of emerging personal theories, include life histories and metaphors (Bullough, Knowles, & Crow, 1992) , reflective journals (Bolin, 1990) , analysis of critical incidents (Tripp, 1993) and action research (Gore & Zeichner, 1991). <top

Transition from preservice teacher to beginning teacher

The transition from graduate to beginning teacher is a time of considerable challenge and vulnerability (Sellars, McNally, & Rowe, 1998) . The segmented way in which teacher education courses are presented, along with the reductionist view of teaching often inherent in these courses bears little resemblance to the world of work of the teacher (Ebbeck, 1990) . Beginning teachers' first appointments are often to schools where the resources for induction are inadequate (e.g. country and outer urban areas (Department of Employment Education and Training, 1992) ), and they are customarily given substantial teaching loads from their first day of employment, especially as the trend to short term contracts for beginning teachers continues (Senate Employment Education and Training References Committee, 1998) ). Existing induction procedures in Australia are very ad hoc in nature (Senate Employment Education and Training References Committee, 1998) and the first year of employment is often a time of considerable stress and burnout. Some beginning teachers resort to questionable tactics to survive the initial period of employment (Huling-Austin, 1990) , and many potentially valuable members of the tea ching profession resign and substantial teacher preparation resources are wasted (Hatton, Watson, Squires, & Soliman, 1991) . Any reconceptualised teacher preparation program therefore must also address the issue of induction into the teaching profession. top

Education for all

Within the Australian context, as within many others countries, recent reforms in education have centred on the pursuit of high and rigorous standards in teaching and learning. Incorporated into this agenda, is a concern for educating ALL students regardless of the diverse background experiences which they bring to the learning situation, to high levels of understanding and competence. For Darling-Hammond, Wise and Klein: This new mission for education requires substantially more knowledge and radically different skills for teachers. If all children are to be effectively taught, teachers must be prepared to address the substantial diversity in experiences children bring with them to school. The wide range of languages, cultures, exceptionalities, learning styles, talents and intelligences that in turn requires an equally rich and varied repertoire of teaching strategies. (Darling-Hammond, Wise, & Klein, 1997, p.2) Thus preservice teacher educators must take on the responsibility of preparing teachers with the knowledge, skills, attitudes and dispositions needed to work effectively with a diverse student population (Melnick & Zeichner, 1998). top

Teacher education for the new millennium: the B.Ed. At University of Quensland

The new Bachelor of Education (Graduate entry) being offered at University of Queensland Ipswich has responded to the unique challenges and opportunities of the local context as well as the broader Australian context, and drawn upon literature on learning to teach in preservice teacher education, to reconceptualise teacher education for the next millennium.

As Table 1 shows, the Bachelor of Education (Graduate entry) at University of Queensland is 4 semesters of study offered in intensive mode over 18 months. In semesters 1 and 2, students study their teaching subject areas and take School Experience Program, a subject closely linked to the practicum program of 11 weeks in 3 rounds. They also study Educational Issues, two subjects which, amongst other things, require initial examination of issues dealing with learning, diversity, inclusivity, adolescence and youth culture and the social and political contexts of schools and schooling. The third semester is taken over the summer from November to January with subjects being offered in flexible delivery mode. This requires some face to face classes but also a large component of web based material, print material and computer managed communication. The fourth semester begins with a term long internship (approximately 10 weeks) and then students study two more flexible delivery subjects which focus on issues of adolescence and diversity, before graduating midyear.

In addition to the inclusion of a summer semester to offer the degree over 18 months, the Bachelor of Education (Graduate entry) has a number of unique characteristics, particularly at the Ipswich campus with its state-of-the-art technology and small cohorts of students. These are discussed in the following section. Because it is early days of the program, many of the features outlined have been planned and begun to be implemented, thus no evaluation of the course is yet available. top

Working effectively with a diverse student population

Drawing on Zeichner, Grant, Gay, Gillette, Valli and Villegas (1998) , the course aims to prepare teachers to work effectively with a diverse student population. This focus permeates all subjects, and is underpinned by the understanding that teaching and learning occur in sociological and political contexts that are not neutral but are characterised by relationships imbued with power and privilege. Subject development is based on the assumption that all learners bring to the learning situation, knowledge and skills and experiences that provide resources for the learning and teaching situations, whether the learners are students in schools or preservice teachers.

The course provides opportunities for preservice teachers to build knowledge about culturally diverse backgrounds of students, families and communities, and use that information in planning lessons, implementing them and then in evaluation. To that end, practicum experiences and the internship provide opportunities for student teachers and interns to explore the sociocultural diversity in the schools and the community. In all, the course aims to help the preservice teachers to develop a sense of social agency so they work towards greater equity and social justice in schooling and society. top

Community based teacher education: situated learning

The Bachelor of Education (Graduate entry) offered at University of Queensland Ipswich aims to be community focussed. Two particular structural elements have been developed to enhance this focus: partner schools and a community centre. top

Partner schools

Twelve schools in the Ipswich area are working with University of Queensland Ipswich to provide a teacher preparation program with a contextualised and community relevant focus. These partner schools will host student teachers on practicum and interns during the internship. However the partnership extends beyond these traditional areas of liaison to professional development, site visits for preservice teachers and teachers as tutors in the on-campus program. Each year, University of Queensland Ipswich plans to host a weekend professional development conference for university lecturers and teachers in partner schools. Workshops will be offered by University of Queensland staff and by school based people. The first conference in 1999 will focus on literacy, information technology and supervision and mentoring, topics which have been negotiated with the partner schools. As the partnerships grow it is expected that these conferences will provide the opportunity for University of Queensland and school people to present collaborative practitioner research projects, and for preservice teacher education students to present action research projects. It is also expected that teachers in partner schools will become tutors in the on-campus program especially when the internship commences and mentors are freed of some face to face classroom teaching. In the planning stages at the moment are workshops and flexible delivery programs in supervision and mentoring for partner schools which will articulate with the Master of Education. top

Community Centre

A community centre is opening at University of Queensland Ipswich campus with a director having been recently appointed. The community centre will provide a link for Bachelor of Education students, Bachelor of Social Science students, and Bachelor of Behavioural Studies students to schools and community groups. As such it provides a valuable cross professional learning experience for all students. A physical space exists as the community centre but it also planned for some of the projects set up through the centre to be conducted in the suite of computer laboratories available at University of Queensland Ipswich campus or in schools and community venues. Bachelor of Education students will negotiate projects as part of their studies, particularly in the third and fourth semesters, and conduct these under the umbrella of the Community Centre. Some examples of activities which have been discussed with community and school people are:

• Homework support groups
• Tutoring ESL, literacy, numeracy, curriculum areas Email communication, discussion groups
• Enrichment programs for gifted and talented students
• Working with community organisations to offer short educational programs (e.g. tertiary preparation programs for Aboriginal and Torres Strait Islander students, introductory computer courses for people with intellectual disability)

Thus through the partner schools and the community centre, preservice teachers will have a range of opportunities for coming to know the local community and the diversity therein. top

Learning

The Bachelor of Education (Graduate entry) draws upon the literature on learning to teach to conceptualise a framework for learning which focusses on building personal theories of teaching, includes case based learning, conducting projects and practitioner research, and utilises the state-of-the-art technological infrastructure at the Ipswich campus. top

Building personal theories: reconceptualising theory and practice

Currently much of the rhetoric of the gulf between what happens in universities in teacher education programs and what happens in schools, is reduced to a simple dichotomous conceptualisation of theory and practice: theory is what happens in the universities and practice is what happens in the 'real world' (Calderhead & Shorrock, 1997) . The reconceptualisation which forms the basis of the learning experiences planned for the Bachelor of Education is grounded in a dialectic conception of theory and practice. At any point in time a teacher (both preservice and inservice) is both engaging in professional practice and reflecting on that practice. Both inform and are informed by each other, as teachers strive to build their professional identities. Theory is not only that which is housed in university libraries and university professorsí heads, but also, and more importantly, it is the personal values and philosophies of each teacher which provide the basis for their professional practice. This course aims to help the preservice teachers make explicit their personal theories, and then to focus on personal theory building by providing opportunities to theorise professional practice. Techniques such as life history and metaphor analysis, reflective journals, critical incident analysis, and action research are incorporated into the course in both the on-campus components and those components which are situated in schools and the community. top

Inquiry oriented cases, projects, research

The subjects in the Bachelor of Education use an inquiry oriented framework aimed at developing critical reflection. Preservice teachers are encouraged to examine the values that underpin their own and othersí professional practices. This will be done through investigation of their own professional practice in the practicum and during the internship, and also by analysing case studies, both individually (e.g. in journals) and in groups (e.g. in tutorials and email discussion groups). During the internship, interns will construct a teaching portfolio and work with intern colleagues in the same school to research their own professional practices. Subjects taken in the third and fourth semesters will be project based drawing on community and school experiences to develop, implement and evaluate projects. There exists in the structure integration of practicum and on-campus program, as well as integration across the subjects in the degree. top

Flexible delivery; state-of-the-art technology

The Ipswich Campus has been designed to provide state-of-the-art electronic course delivery, with student access to the internet, CD Roms and e-mail discussion lists. Such computer mediated instruction will coexist with learning approaches incorporating action research, printed study booklets, case study analysis, workshops, site visits, guest speakers, and the traditional lecture/tutorial format. This flexible delivery format will allow students flexibility in deciding how and when they study and they can pace their learning activities to suit their lifestyle and commitments. Those with no computer and internet access at home have access to several fully equipped computer laboratories on campus. In addition, for those with limited computer and internet skills, the university runs information and training sessions, and on-going technical support is a phone call away at any time. top

Content: issues for the new millennium

The content of the subjects ensures that graduates are well equipped to deal with the issues they will face in the workplace. For example, 'Becoming a Teacher' is a subject which not only addresses issues related to teacher socialisation and current industrial and professional issues, but also focusses on professional ethics and legal responsibilities tackling for example the difficult issue of paedophilia, as well as teacher stress management. The final semester incorporates 'Adolescents in Schools and Communities' which address issues of youth culture, youth suicide, adolescent alienation, homelessness, drugs, identity, gangs, students at risk, and 'Supporting Learners with Diverse Needs' which analyses difference and diversity, disability, gender, race, ethnicity, Aboriginality and social class as they impact upon secondary education. In another subject 'Technology, Media and Literacy' students are introduced to contemporary theory and educational practices in the areas of information technology, educational and public media and literacy, and are taught web page construction and PowerPoint presentation techniques. All these issues are relevant for teaching in the year 2000 and beyond. top

Inducting beginning teachers: the internship

In responding to the difficulties experienced by beginning teachers as they make the transition to full time teaching, the new Bachelor of Education incorporates a 10 week internship which will focus on induction into the teaching profession. At the end of the first year of supervised practicum, the school and university will collaboratively decide upon the student teachersí competence to move to intern status, using the National Competency Framework for Beginning Teaching (National Project on the Quality of Teaching and Learning, 1996) . If the preservice teacher is judged competent to participate in the internship in term 1 of the final semester, they will have full responsibility for an agreed teaching program developed in cooperation with the school based personnel, equivalent to 50% normal teaching load. Should the preservice teacher be assessed as not ready for intern status, s/he will commence the year in a supervised practicum. Reassessment for intern eligibility can be done at two week intervals during the term and when adequate competence is achieved the preservice teacher begins as an intern and the teacherís role changes from supervisor to mentor. Thus the internship will be undertaken only after completion of significant academic studies and practicum experiences, and only when all parties are confident of the preservice teacherís ability to teach without direct supervision.

Those achieving intern status will be authorised by the Queensland Board of Teacher Registration to teach without direct in-classroom supervision. The teacher whose class they teach will become a mentor and guide their professional growth throughout the internship. Teachers thus released from face to face classroom contact, will participate in professional development activities or conduct particular school based projects. Interns will become staff members of the school participating in the range of school activities and the school will conduct a formal induction program. Interns will work in pairs or teams to inquire into their professional practice. The school internship coordinator will conduct a school induction program and complete an appraisal of the intern at the end to the term again using the National Competency Framework for Beginning Teaching. A reference committee consisting of representatives of employers, unions and the Board of Teacher Registration will oversee the implementation of the internship and provide ongoing guidance and feedback. The internship begins in semester 1, 2000 and successful negotiations with unions, employers and the Queensland Board of Teacher Registration have resulted in a formal agreement in which the operation of the internship and various roles have been delineated. top

Conclusion

This paper has presented the philosophical underpinnings and some of the details of a new preservice teacher education course offered at the University of Queenslandís recently established Ipswich campus. It has described the national and local context of teaching and teacher education, and drawn upon the learning to teach literature, to position the unique features of this innovative course. The course aims to prepare teachers to work effectively within a diverse student population by helping them develop a sense of social agency. A dialectic view of theory and practice is central to the course, with preservice teachers provided opportunities to build their personal theories of teaching and construct personal identities. The course utilises a range of teaching technologies, offering subjects in flexible delivery mode. An internship addresses the issue of the difficulty of the transition to beginning teaching, and partnerships between schools, community groups and the university are integral to the development, implementation and evaluation of the course. The course has a community focus with a Community Centre providing links to the Ipswich community as well as to students preparing for work in related professions. Incorporating these features, the Bachelor of Education (Graduate entry) at UQ Ipswich positions itself well to lead preservice teacher education into the next millennium. top

TABLE 1 : UNIVERSITY OF QUEENSLAND

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About the author

Diane Mayer
Graduate School of Education
University of Queensland
Brisbane Queensland 4072
Australia
Telephone: +61 (0) 7 3365 6494
Fax: +61 (0) 7 3365 7199

Email: diane.mayer@mailbox.uq.edu.au