Classroom-Ready Teachers: Who Is Responsible? Exploring Supervising Teacher Identity and Practice
Initial teacher education (ITE) in Australia is currently under reform, particularly in light of the 2014 review by the Teacher Education Ministerial Advisory Group (TEMAG). This review renewed the call for the responsibility for ITE to be shared between schools and higher education providers. Since the work of supervising and assessing pre-service teachers (PST) in schools primarily falls to classroom teachers, this research explores the attitudes of a small group of supervising teachers towards shouldering this responsibility. It does this by adopting the lens of symbolic interactionism to examine the development of teacher educator identities among supervising teachers, the impact of environment and the supervising teachers’ practices as a result of their identities. The data from the four one-to-one interviews highlight the teacher identities and how the teachers view themselves and their roles and responsibilities in ITE. The school environment is identified as an important enabling or disabling factor in effective supervision of PST. The results also draw attention to the relatively new issue of the assessment of PST against the Australian Professional Standards for Teachers (AITSL) and the supervising teachers’ knowledge of and confidence with these Standards.
KeywordsInitial teacher education Teacher identities Professional experience Australian Professional Standards for Teachers Supervising teachers
- Australian Institute for Teaching and School Leadership [AITSL]. (2011). Accreditation of initial teacher education programs in Australia: Standards and procedures. https://www.aitsl.edu.au/deliver-ite-programs/standards-and-procedures.
- Australian Institute for Teaching and School Leadership [AITSL]. (2014a). Professional standards for teachers. Retrieved from http://aitsl.edu.au/australian-professional-standards-for-teachers/standards/list.
- Australian Institute for Teaching and School Leadership [AITSL]. (2014b). Evaluation of the implementation of the Australian professional standards for teachers: Interim report on baseline implementation 2013 key findings. https://www.aitsl.edu.au/docs/default-source/default-document-library/evaluation-of-the-implementation-of-the-australian-professional-standards-for-teachers—interim-report-on-baseline-implementation.pdf?sfvrsn=7a8aec3c_0.
- Bahr, N., & Mellor, S. (2016). Building quality in teaching and teacher education. Camberwell, Australia: Australian Council for Educational Research.Google Scholar
- Buchanan, J. (2017). How do the standards stand up? Applying quality teacher frameworks to the Australian Professional Standards. In J. Nuttall, A. Kostogriz, M. Jones, & J. Martin (Eds.), Teacher education policy and practice: Evidence of impact, impact of evidence (pp. 115–128). Singapore: Springer.CrossRefGoogle Scholar
- Caldwell, B., & Sutton, D. (2010). Review of teacher education: First report-full report. Retrieved from http://education.qld.gov.au/students/higher-education/resources/review-teacher-education-school-induction-first-full-report.pdf.
- Carter, E. (2015). Carter review of initial teacher training. Retrieved from https://www.gov.uk/government/uploads/system/…/Carter_Review.pdf.
- Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Milton Park: Routledge.Google Scholar
- Creswell, J. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage.Google Scholar
- Denscombe, M. (2010). Good research guide for small-scale social research projects. Berkshire: McGraw-Hill.Google Scholar
- Denzin, N. (2004). Symbolic interactionism. In U. Flick, E. von Kardoff, & I. Steinke (Eds.), A companion to qualitative research. London: Sage.Google Scholar
- Dillon, M. (2013). Introduction to sociological theory: Theorists, concepts, and their applicability to the twenty-first century. Milton, QLD: John Wiley & Sons.Google Scholar
- Donaldson, G. (2011). Teaching Scotland’s future—Report of a review of teacher education in Scotland. Retrieved from http://www.gov.scot/Publications/2011/01/13092132/0.
- Flick, U. (2009). An introduction to qualitative research (4th ed.). London: Sage.Google Scholar
- Hall, K. M., Draper, R. J., Smith, L. K., & Bullough, R. V., Jr. (2008). More than a place to teach: Exploring the perceptions of the roles and responsibilities of mentor teachers. Mentoring & Tutoring: Partnership in Learning, 16(3), 328–345. https://doi.org/10.1080/1361126082231708.CrossRefGoogle Scholar
- House of Representatives Standing Committee on Education and Vocational Training [HRSCEVT]. (2007). Top of the class: Report on the inquiry into teacher education. (978-0-642-78894-8). Canberra: House of Representatives Publishing Unit.Google Scholar
- Hudson, P., & Bird, L. (2015). Investigating a model of mentoring for effective teaching. Journal of Teaching Effectiveness and Student Achievement, 2(2), 11–21.Google Scholar
- Ievers, M., Wylie, K., Gray, C., Ní Áingléis, B., & Cummins, B. (2013). The role of the university tutor in school-based work in primary schools in Northern Ireland and the Republic of Ireland. European Journal of Teacher Education, 36(2), 183–199. https://doi.org/10.1080/02619768.2012.687718.CrossRefGoogle Scholar
- Le Cornu, R. (2015). Key components of effective professional experience in initial teacher education in Australia. Melbourne: Australian Institute for Teaching and School Leadership.Google Scholar
- Leonard, S. (2012). Professional conversations: Mentor teachers’ theories-in-use using the Australian National Professional Standards for Teachers. An International Journal of Teacher Education, 37(12), 46–62.Google Scholar
- Lynch, D., & Smith, R. (2012). Teacher education partnerships: An Australian research-based perspective. Australian Journal of Teacher Education, 37(11). https://doi.org/10.14221/ajte.2012v37n11.7.
- McCarthy, J., & Quinn, L. (2010). Supervision in teacher education. International encyclopedia of education (pp. 615–621). https://doi.org/10.1016/b978-0-08-044894-7.00667-9.
- McQuillin, S. D., Straight, G. G., & Saeki, E. (2015). Program support and value of training in mentors’ satisfaction and anticipated continuation of school-based mentoring relationships. Mentoring & Tutoring: Partnership in Learning, 23(2), 133–148. https://doi.org/10.1080/13611267.2015.1047630.CrossRefGoogle Scholar
- Punch, K. (2009). Introduction to research methods in education. London: Sage.Google Scholar
- Teacher Education Ministerial Advisory Group [TEMAG]. (2014). Action now: Classroom ready teachers. Retrieved from https://www.studentsfirst.gov.au/teacher-education-ministerial-advisory-group.
- Tracy, S. (2013). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact. Chichester, UK: Wiley-Blackwell.Google Scholar
- Turner, B., Abercrombie, N., & Hill, S. (2006). The Penguin dictionary of sociology. London, United Kingdom: Penguin.Google Scholar