University of Tasmania

human connection

As the world burns, students get why human connection matters

civics and citizenship education, , ,

While teachers may struggle to understand what global citizenship means, students experience global citizenship through intercultural relationships and human connection. Recent research found that secondary school students perceive that they learn global citizenship through human interactions across cultures. 

Students reported that friends and classmates share positive intercultural moments together. Students also value intercultural exchange with teachers. This highlights how important it is to embrace culturally diverse school environments for global citizenship education. In a digital age, with so much hype about artificial intelligence, the results show the power of human connection.

Students expressed that global citizens need intercultural collaboration skills. After all, international cooperation depends on humans understanding each other. Students reported feeling a sense of belonging and responsibility to a human family. As one student said, “Everybody owes something to everyone else”. However, the students studied didn’t mention how power is distributed in this global community. This reveals a deficit in critical thinking about global histories, inequality and complicity. 

Human connection needs more time

For teachers in the study, global citizenship education is a bit of a mystery. They struggle to conceptualise it. A major result of the study was that schools don’t give GCE the priority and time that it requires. Giving teachers support to build on students’ relational foundations of global citizenship might be a good place to start. Providing opportunities for more authentic human connection and critical thinking through learning about how the world is organised could help.

These findings were part of PhD research at the University of Tasmania to find out the lived experience Global Citizenship Education [GCE]. GCE features not only in lofty global education policy, most notably as part of The Sustainable Development Goals but has also made its way into various curricula and school missions. In the process, global citizenship has also become a buzzword. GCE can be a sign of commitment to peace and understanding. It can also be code for success in the global economy. While there is no accepted definition, it is obvious that citizenship in a globalised world goes well beyond our national borders. Challenges such as environmental crises, poverty and growing economic inequalities are glaring issues that demand our shared responsibility.

Popularity of international schools and programmes is booming

I chose to conduct my research in English-medium International Baccalaureate international schools in Australia, Finland and The Netherlands. The International Baccalaureate [IB] is a non-profit foundation that offers K-12 programmes to schools for fees. There are currently 213 Australian schools offering IB programmes. An idealistic global citizenship ethic is woven into the supranational IB curriculum continuum. At the same time, a polished corporate image and the prize of internationally recognised qualifications for overseas study, make the IB a hot commodity for elite schools. The tensions between the utopia in the vision and the inequalities of elite education are stark. 

International schools are a growing component of the global education market. There is crossover between the Australian international and independent sectors. The complicated typology of international schools can include local schools with global perspectives, schools with national curricula in different countries such as French international schools, or international curricula schools attracting many nationalities. International schools are part of the strategic neoliberal response to globalisation and often the vestiges of colonialism. This makes them interesting research terrains. Despite the ethical ideals of peaceful intercultural understanding that transnational education promises, the reality can be quite the opposite. They are elite institutions for privileged young people. 

Global citizenship education through community 

In addition to connecting interculturally with peers and teachers, the Middle Years Program students in the study lived global citizenship by taking action with their communities. Through service in the local community, students recounted some empowering experiences with positive global impacts. However, there were also themes of taking action by giving to charity for unfortunate others. This was problematic as it raises the questions of who can be a global citizen and who provides a service to whom. Some responses from students showed that giving to charity can be motivated by creating a favourable image of themselves rather than altruism. The research showed that young people were not aware of positions of privilege or power differences. 

“They’re just doing what they do with their friends”- (secondary student) 

For students, global citizenship is an everyday relational experience. Care and compassion was reported as being an important motivation in relationships with peers to protect their wellbeing and to express respect, especially across different cultures. Students in the study also said that teachers model global citizenship through relational compassion. A key reported attribute was being open-minded, which aligns with the literature on emotional openness in intercultural education.

Learning how to get along together and developing critical thinking around issues of global justice should be part of contemporary schooling. We are reminded of our hyper interconnectedness everyday, across national borders, and cultures. Yet we can’t ignore that models of education are swept along in powerful forces of neoliberalism with its central tenets of individualism, privatisation, competition and performativity. Indeed, these are the very trends that have caused many of our common problems. 

Why we need a conscious global citizenship curriculum

My research shines a light on GCE within a small segment of the IB international school landscape. The research found that students can have meaningful experiences that develop global citizenship but these are not effectively built on or enriched by formal schooling. I recommend that the experiences of young people are included in whole school global citizenship discussions and greater criticality is applied through quality productive pedagogies. Making space for professional development, a conscious global citizenship curriculum and targeted teaching practices could go some way to uncover and untangle the complexities of our responsibilities in this globalised world.

Caroline Ferguson is an internationally experienced educator, lecturer in global education and consultant. She is Guest Editor of the Human Rights Education Review, Unit Planner for the Comparative and International Education Society, facilitator for early career researchers in the Academic Network on Global Education and Learning and Committee Member of the Social and Citizenship Education Association of Australia. Her PhD was at the University of Tasmania and she is currently teaching at the Education University of Hong Kong.

We have a massive teaching shortage. Here’s how to fix it

teacher shortage, , , , , , , , ,

The Federal Department of Education predicts an alarming teacher shortage of 4,100 teachers by 2025. It is now more pressing than ever that we explore ways of addressing this crisis. 

Our research examined female Initial Teacher Education (ITE) completion data in Australia to identify trends around which degree types (postgraduate and undergraduate) and study modes (internal, external, and multimodal) are likely to attract more potential female ITE students, and subsequently increase the ITE completion and ultimately the teacher supply pipeline.   

The research reveals a declining trend in ITE completion by females in the internal study mode for both degree types.  On the contrary, there has been an increasing trend in ITE completion by females in the external and multimodal study modes for both types of programs.  We therefore argue that policymakers and universities should make these programs and study modes more accessible to potential female ITE students.  This would help to maximise female ITE completion in tackling the predicted teacher shortage. 

Why use female ITE completion data? 

Historically, the teaching profession in Australia – and globally – has attracted more females than males. As such, efforts to increase the number of females graduating from ITE programs would play a significant role in bolstering the teaching workforce. Supporting women’s entry and retention in the teaching profession is key to ensuring an adequate ongoing teacher supply.  

A closer look at what the female ITE completion data tell us 

Our research shows that for the period from 2001 to 2021, there was a significant decline – by nearly 40 per cent – of female ITE completion in the internal study mode for undergraduate ITE programs. But at the same time, female ITE completion by multimodal study doubled and nearly tripled for female ITE graduates in the external study mode.   

Similar observations can be seen with the postgraduate ITE programs.  The internal study mode declined by nearly 20 per cent in the same period. For the external and multimodal study modes, there were mammoth increases of 264.40% and 1089.11% respectively in female ITE completion.  

It is clear that there is a growing interest by females to enrol in and complete ITE programs in the external and multimodal study modes as opposed to the internal study mode. 

A graph showing the percentage of a course type Description automatically generated

The upward trend in the external and multimodal study modes is likely attributed, in part, to technological advancements.  The increased use and accessibility of the internet in homes would have contributed to the growth in female ITE completion in these modes of study.  

These same technological advancements facilitated the adoption of online delivery methods for ITE degrees by universities. The shift to online learning around 2020 as a result of the COVID-19 pandemic would have also contributed to the upward trend in the external study mode. 

Given the increasing trend in female ITE completion in these flexible study modes, universities would be wise to make these modes more accessible to maximise ITE completion.  We argue that policymakers, universities and schools have an important role to play in this space to address the teacher shortage. 

Policymakers should consider: 

Offering financial support, such as scholarships and financial incentives, which are specifically targeted at female students, for example: 

  1. loans or grants for female students during placements to help cover living expenses; and 
  2. needs-based support for female students from underrepresented or disadvantaged backgrounds. 
  3. Capping tuition fees to ensure they remain affordable for all female students. 

Universities should consider:  

Providing support for students balancing academic studies with other commitments, such as family duties, which disproportionately burden female students, such as: 

  1. flexible assignment extension and leave of absence policies; and 
  2. subsidised childcare services. 

Offering flexible study options, which might include: 

  1. part-time study;  
  2. evening classes; 
  3. block study; and 
  4. mixed study mode. 

Enhancing the accessibility of external and multimodal programs by: 

  1. providing 24/7 IT helpdesk support and certified training programs to aid the development of skills required for online learning; 
  2. implementing user-friendly learning management systems and eLearning tools; and 
  3. offering funding for suitable IT equipment and internet access, especially for those in regional areas.

Fostering supportive and inclusive learning environments by: 

  1. establishing peer support groups and academic skills advising tailored to external and online students; 
  2. providing networking opportunities;  
  3. mentorship programs; and 
  4. further initiatives that address the unique challenges faced by women in tertiary study. 

Schools should consider: 

Collaborating with policymakers and universities in structured partnerships to: 

  1. facilitate the establishment of outreach programs; 
  2. provide mentoring initiatives; and 
  3. promote teaching as a viable and rewarding career choice for females.

Investing in flexible, supportive, and financially accessible ITE programs, alongside broader strategies can encourage more females to enrol in and complete ITE degrees.  This would contribute to ensuring a steady supply of qualified teachers to help avert the pending teacher shortage. 

From left to right: Scott Cowie is a librarian in Academic Engagement Services at Griffith University, who has a keen interest in educational research.  Loan Dao is an Educational Designer at the University of New South Wales and an Adjunct Lecturer in the School of Access Education at Central Queensland University.  Jeanne Allen is an Associate Professor in the School of Education and Professional Studies at Griffith University and is also a member of the Griffith Institute for Educational Research.  Darren Pullen is a Lecturer in Health Science and Information and Communications Technology in the School of Education at the University of Tasmania.

Why every new teacher needs someone to trust

early career teachers, , , , , , , , , , , ,

In this blog, we draw on our insights as teacher-educators listening to the voices of early career teachers (ECTs) to reimagine the transition from ‘becoming’ to ‘being’ a teacher. In 2020, we began a longitudinal research project to investigate the experiences of early career teachers in their first three years of teaching. We have now worked with our participants for the past two years and four interviews have been conducted with each of the 18 participants from Australia and New Zealand.

Our interviews with ECTs reveal that there’s always more to discover about the art of teaching and the unique needs of educators. Understanding and fitting in with the cultural, logistical and administrative nuances of the education site were all sources of challenge and anxiety noted by graduates. These elements include questions like, How does the school librarian connect with my role? What is the process for organising an excursion? What are the unspoken rules of photocopying in this school? These are identified as simple yet impactful parts of being a teacher, “…it’s just things like…Where do I get that from? Who do I go to for that?” (Katie, First-year graduate, 2021). However, not all early experiences are as easy to navigate. We interpret Katie’s question of “Who do I go to for that?” as more significant than where the whiteboard markers are kept, signalling ‘Where do I find what I am looking for in this unfamiliar context?’ Multiple graduates participating in our study identified the challenges of finding support that they felt comfortable and safe to access.

“Find your support system … finding someone you can trust and go to. Even if you need to cry … having that time to be able to debrief with someone that you trust and will support you … really important.” (Sophie, First-Year graduate, Australia, 2021)

In another example, one participant was so overwhelmed by the expectations and workload of her first teaching context, she resigned from her permanent position and left the teaching profession seeking a career change, typical of so many ECTs.

“… no one could really prepare me for what that looked like [being an ECT in a remote school context]. I had no idea … it was across three grades, I was teaching … you had to do the fundraising, assemblies, all that type of thing, and so I just felt like … I was drowning … you’re a dump zone for every task that nobody else wanted to do”
(Lucy, First-Year graduate, Australia, 2021).

Lucy wasn’t able to source support in her school. She felt she was given too much responsibility as an ECT with limited experience or guidance.

 “…[I was] feeling used and abused” (Lucy, First-Year graduate, Australia, 2021).

The overwhelm impacted her health to the point where she felt that resignation and a career change were her only options.

“My mental health suffered too much. I just thought, if this is what teaching is like…I cannot be a healthy person” (Lucy, First-Year graduate, Australia, 2021).

The power structures inherent in the school system can have a significant impact on the experiences of ECTs and their capacity to advocate for their needs, as was the case for Lucy. While many schools have well-established induction and mentoring systems for ECTs, the intersection of ‘graduate’ and ‘teacher’ can be a professionally vulnerable place. The disparity in power can deter graduates from speaking up or seeking support. This is exacerbated in some Australian and New Zealand schools when ECTs may be appointed on short-term contracts and feel they have to prove themselves to gain a permanent position.

“At the end of the day you’re a first-year teacher … you want to impress and you don’t want to come across as though you can’t hack it … so you’re constantly trying to put on … a bit of a front to prove that you can do it and that they’ve made a good decision to invest in you.”

(Daniel, First-Year graduate, Australia, 2021)

Beginning teaching is widely accepted as a time of significant personal change as ECTs move into full-time employment, often leaving the family and friends who have sustained and supported them during their studies. Accessing the professional support that was available during their studies is more complicated once in school employment. Our observations as teacher educators are that currently, we are filling a gap in new teachers’ support networks. This isn’t a problem, but it is largely informal and under-recognised.

An unexpected outcome of our research was that the opportunity for ECTs to speak with a known and trusted teaching professional once or twice a year was embraced by participants. This suggests that there is a place for ITE educators in the process of a “scaffolded transition” from ITE to full teacher accreditation. The ECTs in our research valued the opportunity to share their successes and concerns during the dedicated time for dialogue. This afforded ECTs a dialogic space to grapple with and reflect on becoming and being a teacher, without fear of consequences.

We propose that initial teacher education educators are well-placed to be independent and trusted professionals who make a fertile contribution to supporting ECTs to thrive in the early stages of their careers. Notwithstanding the programs, initiatives, and efforts of so many who work tirelessly to support our new teachers already, we can do more to ensure conditions are such that all new teachers are afforded the conditions to thrive and grow.

From left to right: Michelle Parks, Academic Director of Professional Experience, University of Tasmania; Kim Beasy, Senior Lecturer, School of Education, University of Tasmania; Helen Trevethan, Senior Lecturer, University of Otago College of Education; Jeana Kriewaldt, Associate Professor of Education and co-leader of the Arts and Humanities Education Group at the University of Melbourne; Natasha Ziebell, Senior Lecturer, Melbourne Graduate School of Education, University of Melbourne; Wendy Carss, Senior lecturer and Programme Leader, Te Kura Toi Tangata, School of Education, University of Waikato; and Bronwen Cowie, Associate Dean Research, Division of Education, The University of Waikato