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|\n\n2007  \nInitial Preparation of Secondary Teachers: Implications for Australia  \nPenny Collett  \nLaTrobe University, Bendigo  \nRecommended Citation  \nCollett, P. (2007). Initial Preparation of Secondary Teachers: Implications for Australia. Australian Journal of Teacher Education, 32 (2).  \n[http://dx.doi.org/10.14221/ajte.2007v32n2.1](http://dx.doi.org/10.14221/ajte.2007v32n2.1)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol32/iss2/1](http://ro.ecu.edu.au/ajte/vol32/iss2/1)  \nAustralian Journal of Teacher Education  \nInitial Preparation of Secondary Teachers: Implications for Australia  \nPenny Collett, LaTrobe University, Bendigo  \nAbstract: Observation of secondary art teacher education in the  \nUnited Kingdom and Australia has revealed a range of dferences,  \nincluding a greater role for schools in initial teacher education (ITE)  \nin UK. The literature reporting on research into preparation of  \nteachers in UK indicates a general satisfaction among students  \nregarding their experiences in schools. However some issues of  \nconcern arise which need to be considered if there is a move towards  \ngreater involvement of schools in ITE in Australia.  \nIntroduction  \nThere is ongoing discussion in Australia about a possible shift towards school-based teacher education. Indeed, England and Wales made this shift two decades ago. In this paper I seek to report on observations of a school-based secondary art and design teacher education program in the United Kingdom. The report is informed by current literature in the field and comparisons are made with the Australian context. The conclusions will draw out the strengths and weaknesses in both situations and address implications for future practice in Australia.  \nEngland and Wales – A Context  \nThe rationale behind the shift in Britain to a greater role for school-based education is seen by Bridges (1995: 64) to have three bases: the strengthening of the school as the‘unit of educational responsibility’; an acknowledgement and enhancement of teachers’professionalism; and an emphasis on experiential learning. These changes have increased the school-based component of initial teacher education (hereafter ITE) with‘a key role for teachers as mentors’ (Kerry & Shelton Mayes 1995: 1) . This reflects a fundamental shift from teachers supervising students in the application of learning gained from ITE courses to the teachers educating students based on their skills as practitioners. The practical classroom knowledge of teachers ie. knowledge of children, situations, subject matter and strategies, it is argued, is essential to the teacher education process (Maynard & Furlong 1995) .  \nThe Literature  \nThese changes have not taken place without extensive critique (Bridges 1995; Geen & Harris 2002; Hagger et al 1992) . The Department of Education and Science (1991 : 36), itself, drew attention to‘the quality of teacher involvement in planning, providing and assessing training and the quality of co-operation between higher education and schools’. However, concerns raised by critics include the extra burden placed upon already busy teachers by  \nAustralian Journal of Teacher Education  \nmentoring and the failure of authorities to provide adequate training and resources including time for planning with and for debriefing students.  \nAnother concern of teacher educators is the role of critique and alternative views to mainstream schooling. Bridges (1995: 78) writes that the undermining of higher education’s role in ITE is accompanied by the concern that the increased corporatisation of schools may lead to a form of ‘professional parochialism’ and a narrowing of students’professional training. He argues that higher education still has an important role to play: in collecting together and passing on professional knowledge; in development through discussion, reading and e","cbCaib3J2PkEBKfy","https://ap.wps.com/l/cbCaib3J2PkEBKfy","pdf",270334,13,"English","# Introduction\n# England and Wales – A Context\n# The Literature","[{\"question\":\"What differences does the paper observe between the UK and Australia in secondary art teacher education?\",\"answer\":\"It finds a range of differences, including a greater role for schools in initial teacher education in the UK.\"},{\"question\":\"How do the literature and student experiences in the UK relate to the paper’s concerns?\",\"answer\":\"Research reporting on UK preparation indicates general satisfaction among students, but issues still require consideration if Australia increases schools’ involvement in ITE.\"},{\"question\":\"What rationale does the paper describe for increasing school-based teacher education in Britain?\",\"answer\":\"It cites three bases: strengthening the school as the unit of educational responsibility, enhancing teachers’ professionalism, and emphasizing experiential learning.\"}]","Initial Preparation of Secondary Teachers - Implications for Australia | PDF",1792077683,33]