Teacher education is a subject that's always hotly debated by teachers, academics and politicians. Depending on which way standardised test results are going and how close to an election it is, can determine how a teacher is taught how to teach. Try saying that quickly!
However, this isn't a great way of determining what the future needs of education should be, nor the best way to determine how the next generation of teachers should be trained. It's high time we added a bit more controversy to this topic. The fact that when I was at school, I was taught by teachers who couldn’t teach at all, led me to think about how I gained the skills I have today both as a teacher and entrepreneur. The reality is that most of it was learning through experience.
There have been many studies into how teachers should be trained and what the focus of their training should be. However, many of these ideas seem to be completely out of touch with how rapidly the world is changing. If we don’t suitably adjust this way of thinking, then we risk failing the next generation of staff and students in an epic manner. How a teacher was teaching twenty years ago, is quite different from how they should be teaching today. The sad reality is that whilst the world has changed, many schools have essentially remained the same and are still stuck firmly in the past, still reminiscing about a world of big hair dos, bad fashion and videos that were killing radio stars.
This doesn’t mean we need to radically change our theories on education and re-imagine a classroom full of holograms and corporate ads. What it does mean however, is that we need actually to look back further than the 1980s to what educational ideas and practices were used in the past and I mean way into the past, before the industrial revolution created today's dysfunctional classroom environment.
What did you just say? We need to look further into the past to find solutions for the future??? Well in a word, yes, but before you don a pair of chaps and jump into the Delorian let me explain.
Most education prior to the industrial revolution was experiential. It was done through apprenticeships, through mentoring and working with others who had mastered a trade or a skill before. You learnt by a bit of theory and a lot of practice and this is something that’s been sadly lost in our rush to become a ‘smart country’ where every well-educated grad student can live a life of under-employment and making coffee in the exploding multitude of trendy cafés.
One of the big problems with current teacher training is that it’s so heavily based upon theory and transferring that theory through a standard style of classroom. Whilst many schools claim to be innovating, the classroom remains the same in nature, no matter how many fancy tables, break out areas or bean bags you’ve put in it. The reason is that most of the learning stems from the teacher’s ability to engage in a meaningful way, rather than how the furniture works. If your teachers aren’t engaging, students are going to struggle to learn anything useful.
So back to teacher training! When I did my training, I did a course called a Graduate Diploma of Education. It was a 12 months add-on after I completed my degree in History and Politics. The year after I finished, the course turned into a 2 year Bachelor of Education. Would spending another mindless year in the classroom have made me a better teacher? No, but it would have made more money for the university and I’d still be paying off crippling student loans having achieved the sum total of nothing.
The reality is that if I’d been forced to complete a 2 year degree in Education, rather than a 12 month Graduate Diploma, I wouldn’t have even bothered. I thought at the time, 5 years worth of university study to become a teacher was a bit of a joke and I still do. It doesn’t improve teaching. It simply perpetuates more of the same repetitive theories of education and adds little value to the overall quality of the teacher.
Unfortunately, due to the large amounts of money involved and the fact that too many politicians equate more pre-service study at uni with better long-term standardised test scores, the university education for teachers is going to even more ridiculous extremes. You now have lots of first year out teachers who have stayed on at uni for so long, they’ve completed a Masters in Education, only proving a little bit of knowledge can be dangerous.
When I look at new teachers with Masters degrees. I laugh because it’s a complete joke that you have a brand-new teacher who has a Masters in something they’re not yet experienced in. I’m not saying Masters degrees are bad, because I have managed to collect a couple of them myself, though none in Education. However, this is something which is now being over-sold/over-studied by new teachers.
If new graduates with Masters Degrees was all that it took to re-engage the 40% of our students who are totally disengaged with education, the standardised test results would be through the roof and we’d be well on the way to surpassing Kazakhstan for literacy and numeracy.
However, despite longer university courses and rigorous ie arduous standards for teacher registration, Australian schools are still not making the impact that’s needed in terms of student engagement.
What other options are there to help address this massive problem? This is where looking to the past can be helpful for the education of the future. In my experience, the most effective teachers I’ve worked with are those who have done something totally different from teaching. The worst teachers I’ve worked with are the ones who have gone to school, gone to university to become a teacher and then returned to the exact same school at which they were a student. There’s usually some deeper dysfunction which drives a person to do this, as they’re often running and hiding from something in the real world (usually themselves), but that’s a far more complex issue beyond the discussion for today. As a general rule, it’s not healthy to return to the school you attended no matter how good you thought the experience was, because your belief in ownership and ties with the school might forever perversely affect your judgment about the nature of education and how it needs to continually evolve to meet the changing needs of staff and students.
Back to the issue of good teachers. What makes a good teacher? One factor is diversity of experience. If you’re teaching students to think for themselves, take risks and become a caring and well-balanced member of society, what better way than to be taught by other caring, risk-taking well-balanced members of society?
Unless you understand and have experienced the world outside of education for yourself, how can you possibly prepare others to do the same? This is where we start looking to the past. As I mentioned earlier, for thousands of years young men and women learnt trades or life skills from the experience of others. They could have had apprenticeships or been indentured in all sorts of trades and professions, but the benefit was, they were learning directly from those who knew exactly what they were doing. Whilst this lacked efficiency in the world of the industrial revolution, the positive adult role modelling and mentoring combined with learning by doing, remains one of the most powerful means through which we learn.
Unfortunately, schools too often perpetuate this cycle of school to uni and back to school by not insisting on anything but uni qualifications. What if teacher registration instead were changed to require a new teacher to have completed at least 12 months of other work outside of education? Therefore, instead of wasting someone’s time with another year of pointless study, line them up with internships in companies, banks, cafes, factories, on farms, in real industries, though perhaps avoiding government departments. This forces new teachers to be adaptable and to take on skills and roles which might make them feel discomfort, but ultimately these provide massive opportunities for personal growth. This could appear to have nothing to do with education on the surface, but the reality is gaining the skill-set that students now need to be developing to thrive in the future. This style of work experience that would be happening outside the sheltered world of schools can provide great life skills which teachers can leverage over the long-term in their teaching practice helping them to be far more genuine and effective.
In addition to this, rotations through industry partners should be encouraged every 5-10 years as part of a well-designed and well-organised professional development program. The reality is that the world has experienced a seismic shift and will continue to change at an increasingly rapid pace. If you want people capable of teaching children how to adapt to this new paradigm, then teachers need to have experienced life in the real world themselves.
There’s no real benefit in being taught by someone who has only had school as the measure for life’s experiences. However, there’s immense benefit that can be gained from teachers who have experienced life’s ups and downs in various diverse contexts. This makes better teachers and can improve student engagement.
The world is never changed by easy options or sheer luck. It’s changed by those who take risks, backed by action and have the moral framework and persistence to see it through. We’re at a time where the direction of the world is in flux and this provides us with a great opportunity to shape our world in a positive and meaningful way. Consequently, we can’t afford to lose the next generation into the emotional wilderness because we’re not prepared to take the action necessary to help build brilliant young men and women who can and will change the world.
It’s time we reconsidered the way we train and maintain our teachers in their careers, to ensure we’re able to maximise the effectiveness of the time students spend at school and help them transition smoothly and effectively into adult life.
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