We return to the question of what are the teachers taught, what is in their training curriculum?
The African Network Campaign on Education For All (ANCEFA) participated in the development of the Education 2030 Framework for Action and its proposal to meet target 4.c of Sustainable Development Goal 4 “to substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States”.
During the discussions seven themes were identified to measure target achievement, these were called thematic indicators. They centre around 1.The proportion of teachers in pre-primary, primary, lower secondary and upper secondary education who have received at least the minimum organised teacher training at the relevant level in a given country, 2.The amount of trained teachers to pupils, 3.The percentage of teachers qualified according to national standards by level and type of institution, 4.The amount of qualified teachers to pupils, 5.Average teacher salary relative to other professions requiring a comparable level of qualification, 6.Teacher attrition rate and, 7.The percentage of teachers who received in-service training in the last 12 months by type of training.
In the United Kingdom, the 5th global migration hotspot, vocational teachers in England are no longer required to work towards a legal teaching and learning qualification but are expected to work towards a set of agreed standards developed by senior representatives from leading education and ‘relevant’ organisations and teaching professionals. These standards were introduced in 2014 and outline the concept of dual professionalism, in other words a combination of subject or vocational specialism and specialism in teaching and learning. The teacher training curriculum content is designed to develop three key outcomes; professional values and attributes – being able to judge what works and does not work for a practitioner in teaching and learning, professional knowledge and understanding – developing a well informed knowledge and understanding in theory and practice and professional skills – expertise and skills to ensure the best outcome for the learners.
With regard to teaching of primary and secondary education, Initial Teacher Training can be undertaken either with a degree or without a degree. For those without a degree, all entrants must “demonstrate their achievement of a minimum standard of educational attainment and in the case of primary trainees, have an acceptable level of subject knowledge in the core subjects of the National Curriculum”. Although the focus is clearly on standard rather than qualification attainment, there is a clear expectation of an English and Maths qualification equivalent at a specified level and that those wishing to teach pupils aged 3-11 must also have a specified science standard. For those with a degree, it must be “Of a United Kingdom higher education institution or equivalent qualification”, and all entrants should be able to demonstrate the level of knowledge, understanding and transferability of that level.
So what about the curriculum content? For Initial Teacher Training the curriculum includes the role of the teacher, planning and assessment, national assessments and examinations, child development and learning priorities such as early reading and special education, assessing and evaluating teaching and use of research to inform teaching.
When according to the 2017/18 Global Education Monitoring Report “Among lower secondary teachers participating in an OECD survey of 34 education systems, 88% reported having attended at least one professional development course during the previous year. Of those, 71% participated in at least one course of workshop, 44% attended an education conference or seminar and 37% participated in a network”, the question has to be asked, what about the others who did not participate?
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Source:Lesley Shepperson / firstname.lastname@example.org / www.zongonews.com