Initial teacher education programmes in transition: Tensions and possibilities

Abstract

Introduction During this time of active change in education, and in a world that is becoming characterised by super complexity (Barnett, 2004), initial teacher education (ITE) programmes are under the spotlight internationally. ITE programmes are accommodating changes in school and early childhood curricula and are trying to address the diverse needs of future learners more explicitly (Darling-Hammond & Bransford, 2005) through ongoing reviews. This is a huge challenge, given the competing demands to provide content, theory and experiences for participants in ITE whilst simultaneously ensuring that beginning teachers demonstrate the multiple competencies or required for graduation and induction into the profession. The level of quality of ITE is often considered from a works or pragmatic perspective. Research about works in ITE tends to promote research that gathers evidence about what has worked in the past. Given that this is a relatively new field of inquiry and that the field of education is changing rapidly, what may have worked five years ago may not be appropriate now or for the future. A futures approach to research can include what we already know about what works, as well as providing a place to develop theory related to future needs. Such an approach was used in the Teacher Education for the Future Project. It opened up possibilities for thinking about what could be emphasised in ITE, given our predictions for the future. Influences on the ITE curriculum and its implementation often come from opposing perspectives and therefore create tensions for ITE provision, especially in times of great change. These influences include: traditional and historical concepts of what ITE should provide; teachers' beliefs about teaching and learning (and the aims of education more generally); pressures to get more teachers qualified; and a range of new theories about teacher education and its implementation. This paper discusses these tensions with a focus on the New Zealand context. Firstly, it describes the influences of the New Zealand context on ITE. Then it elaborates on the tensions related to changes to traditional views of teaching and learning, the pressing need for more teachers and how and why new theories about teacher education need to be taken into account. It also outlines some key findings from the Teacher Education for the Future Project (Conner, 2008) and discusses how the process used in this project could be used to inform future ITE programmes. The New Zealand context In New Zealand there are currently more than 27 ITE providers (early childhood, primary and secondary) that compete nationally for students. By 2005, 85 different qualifications were being offered and implemented through a large variety of delivery modes. In New Zealand, these requirements for ITE are determined by the government and are guided by standards for developing programmes (New Zealand Teachers Council, 2005). The Graduating Teachers' Standards (New Zealand Teachers Council, 2007) identify the competencies that graduates of ITE qualifications need to achieve in terms of professional knowledge, professional practice and qualities such as professional values and relationships with students, colleagues, whanau, fono (1) and guardians. ITE programmes need to be closely tied to the more general directions of the education system and must address current Ministry of Education initiatives. Currently, these initiatives target Maori and Pasifika student achievement, literacy and numeracy, sustainability, gifted and talented students and engagement of senior students. These initiatives require teachers to be mindful of what is best for their students when they plan and make pedagogical decisions. The understanding, espousal and advocacy of sociocultural approaches to learning have been given more emphasis in The New Zealand Curriculum (Ministry of Education, 2007) than in previous curriculum documents. …