A teacher's first year on the job is often difficult. The steep learning curve is hard not only on students, but also on the teachers themselves: Surveys and case studies offer compelling insights into the areas in which new teachers commonly struggle. By effectively addressing these areas, schools can help new teachers improve their skills more quickly, thereby keeping them in the profession and raising student achievement.
Some of the biggest challenges we face can appear frustratingly intractable. Despite reform efforts, regular government reviews and ongoing calls for change, progress in addressing our most significant challenges is often slow and solutions continue to elude us.
But their roots sometimes lie largely outside the reach of schools or in deeply entrenched educational processes and structures that are difficult to change. A political response is sometimes to focus instead on low-hanging fruit and quick wins — to make changes at the margins where change seems possible.
However, real reform and significant progress in improving the quality and equity of Australian schooling depend on tackling our deepest and most stubborn educational challenges.
Here are five such challenges. Raising the professional status of teaching A first challenge is to raise the status of teaching as a career choice, to attract more able people into teaching and to develop teaching as a knowledge-based profession.
In high-performing countries such as Singapore and Hong Kong, teachers are drawn from the top 30 per cent of school leavers. In South Korea and Finland, teachers are drawn from the top 10 per cent.
In these high-performing countries, places in teacher education programs are limited and competition for entry is intense. Attracting the best and brightest school leavers to teaching is only a first step for top-performing nations. They also work to understand the nature of expert teaching and use this understanding to shape initial teacher education programs, coaching and mentoring arrangements and ongoing professional development.
Features of these high-performing systems include rigorous teacher education courses and well-developed processes for defining and recognising advanced teaching expertise.
In contrast to top-performing countries, Australia draws its teachers largely from the middle third of school leavers.
And there is little evidence that this is about to change. Following recent demand-driven reforms, some universities are admitting larger numbers of teacher education students with increasingly low Year 12 performances — a trend that may continue as the number of teachers required to staff our schools grows over the next decade.
Meeting this first challenge requires an understanding of why teaching is currently not more attractive, what high-performing countries have done to raise the status of teaching, and what strategies are likely to make teaching a more highly regarded profession and sought-after career in Australia.
Germany, Mexico and Turkey are examples. Two conclusions from recent PISA studies are that increased national performance is associated with greater equity in the distribution of educational resources and that equity can be undermined when school choice segregates students into schools based on socioeconomic background.
According to the OECD, at least as important as how much countries spend on schools is how these resources are distributed across schools. Although Australia performs relatively well in PISA, both in terms of quality and equity, there are trends that should be of concern.
These include a steady decline in the average performance of Australian year-olds since and no reduction in the relationship between student performance and socioeconomic background.
Perhaps even more concerning has been an increase in between-school variance in PISA a measure of the extent to which Australian schools differ from each other. In Finland, which has a comprehensive school system and little social stratification by location, between-school variance in reading increased from eight per cent to nine per cent between and In Australia, as John Ainley and Eveline Gebhardt observe in their report Measure for Measurebetween-school variance increased from 18 per cent to 24 per cent, suggesting that our schools became more different from each other over this time.
Significant between-school increases also were recorded in New Zealand, Sweden and the United States.Challenges Teachers Face in implementing CBC in Teaching and Learning Through interviews and questionnaires, the heads of secondary school, academic masters/mistresses, and teachers were asked to indicate challenges which teachers face in implementing CBC in teaching and learning process.
During the process of curriculum implementation, we may find obstacles that vary with the curriculum itself, location, political situation, economic situation, teacher preparation, facilities and plenty other factors, making it more complex to execute. in curriculum development because they know the curriculum that is marketable in the world of work (Lemmer and Badenhost, ).
The vision of a country is expressed through the curriculum offered mainly through the HEIs. Being a teacher is HARD. Whether you’re just starting or have taught for decades, teachers everywhere in the world are faced with similar challenges. The obstacles you encounter can arise from many directions: with students, parents, administrators, or with the many roles and responsibilities you.
A curriculum is developed for each year of school, students are placed in mixed-ability classes, teachers deliver the curriculum for the year level they are teaching, and students are assessed and graded on how well they perform on that curriculum.
integrate ICT into the curriculum. Moreover, the descriptive Challenges for Using ICT in Education: Teachers’ Insights the second section, the results are categorized according to the challenges and barriers preventing teachers from using ICT in the classroom.