Exploring the Impact of the Australian Graduate Teaching Standards on Secondary Pre-service Teachers’ self-efficacy in NSW.

Year: 2019

Author: Carroll, Kay, Hanham, Jose, Skillen, Maree, Tanti, Miriam, Kearney, Sean, Cotton, Wayne

Type of paper: Abstract refereed

Globally, teacher education has come under increasing government scrutiny and standardisation in the last two decades. Initial Teacher Education (ITE) providers are required to develop classroom ready teachers who can impact student learning in deep and substantive ways. However, present discourse in teacher education critiques the failure of providers to deliver high quality graduates who are classroom ready and effective. In 2014 the Teacher Education Ministerial Advisory Group (TEMAG) reviewed the quality of teacher education courses and intensified the agenda about quality and effective teaching by changing entrance selection processes that include evaluation of pre-service teacher’s soft skills, structuring requirements for professional experience and improving final assessments to deliver classroom ready and adaptive teachers. The policy discourse targets the delivery of agile, effective and life-long teachers. Factors such as self-efficacy, personal characteristics and soft skills are recognised in several studies to be critical in the development of these highly sought skills of agility, effectiveness and professional commitment and career longevity This paper reports on the impact of the Australian Graduate Teacher Standards on the development of secondary pre-service teachers’ practice, professional identity and commitment to teaching.

Results about the influence of the Australian Graduate Teaching Standards on the self-efficacy of preservice teachers across four NSW ITE institutions will be presented. Survey and focus group data related to self efficacy has been analysed to dissect how these Graduate Standards influence the development of secondary pre-service teachers’ capacity for teaching, identity and readiness for teaching and an intent to commit to the profession.

This research responds to the national and international policy discourse about the delivery of effective, classroom ready teachers and importantly provides an analysis of how the Australian Graduate Teaching Standards may be influencing the development of pre-service teachers’ self-efficacy within secondary teacher education programs.