Christopher Pyne’s teacher education review wants serious reform, but it may serve to protect the monopoly that produced the problems.
For the first time, the decades-old university monopoly of teacher education is threatened, not by other look-alike higher education providers but by fundamentally different ways of doing the job. The federal government’s just-released report on teacher education, Action now: classroom many teachers, may have the effect, and perhaps has the intention, of saving the universities from themselves, and keeping intruders at bay.
The report is exceptionally clear and cogent, and mercifully succinct, thanks in part to its narrowed gaze. It proposes that the best current model of university-based teacher education – and it is a very good one – be installed across the system, with those providers who can’t or won’t “shape up” (as the review’s chair, Professor Greg Craven put it) being required to “ship out.”
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