Natasha Bita’s story “Radical fix for teacher shortages” expressly and by inference, raises issues deserving earnest consideration. Most point toward issues that have challenged the profession for many years, indeed from the time prospective teachers commence training.
I worked as a part time lecturer, tutor and marker within the Education Faculty at Charles Darwin University from 2010 until 2016. Teachers in training during those years regularly gave me feedback on a number of concerns.
Many felt hampered because student behaviour (which they could not control) distracted them from teaching.
There was concern because subject teaching methods had not been taught during university lectures.
There was a belief that they were often ‘used’ by schools to babysit classes.
Visits by lecturers during practice teaching periods were increasingly infrequent as university staff used student time away from university for their own research and sturdy purposes.
A constant distraction was the need students had to work at jobs order to earn money for food, transport and accomodation.
The burden of accumulating HECS debt confronted many students.
If training is founded on a regime that causes teacher disaffection to grow right from the start of training, it is no wonder school education faces its 2022 quandary. I only hope that our new federal education minister Jason Clare can help right the wrongs that have been accumulating for far too long.