Teachers in Australia Proposed Hold a Minimum S2, What’s the Cause?

The Australian teacher union (AEU) proposes that those who want to become teachers should have a master’s degree.

The proposal went into a proposal submitted to an Australian government study body in education headed by businessman David Gonski.

The agency was set up to view the school funding system in Australia in relation to the declining literacy and math levels in Australia.

“We are looking at more than 4,000 teachers and principals, and only 13 percent of our new teachers are categorizing their teaching classes very well,” said federal federation federation union federation Correna Haythorpe, Tuesday (ABC Australia Plus, 28/11/2017).

“This is very worrying and is one reason why we believe it is important to have a postgraduate degree.”

However, critics of the proposal say that five or six years of higher education can deter many potential teachers and increase their financial burden.

The AEU has also urged an increase in the minimum entry standard for university education majors, with ATAR values ​​of 70 or above.

ATAR is a sort of NEM scores for Australian high school students used for university entrance.

The number of university students with ATAR is lower than 70, has increased from 25 percent in 2006 to 42 percent by 2015.

“We do not want to see the university treating the education department as a dairy cow, we want to have a very high minimum entry requirement so that we can attract the best 30 percent of students to that class,” Haythorpe said.

Graduate graduate, Elise Andrew, admitted glad that she became a teacher and worked in various fields of work.

“Teaching is a complex profession,” said Elise. “It’s an art, it’s science, it’s a craft, and having as much preparation and experience as possible is very important.”

Elise completed her master’s degree at the University of Melbourne, where Field Rickards helped establish a postgraduate field of teaching in 2008.

The degree focuses on clinical practice, which uses evidence of how a student learns to adapt and adapt to teaching methods.

“Teaching is complex and challenging and the sophisticated reasoning involved in ensuring that every student is really studying in the classroom requires at least a postgraduate study,” said Rickards, Dean of Emeritus Education at the University of Melbourne.

Duration of Study Can Block Master Candidates

The proposal submitted by the AEU is still controversial. Not all principals believe that a S2 is required for the teacher they hire.

An undergraduate graduate in education, Tom Davis, said that for four years studying made him ready as an elementary school teacher.

“Every year I have a large number of theories, practical experience, and content knowledge in my classroom,” Davis said.

The man who wishes to continue his education to the degree, agrees it is an ideal qualification.

However, he said, taking a two-year education with a master’s degree before entering the workforce could be a problem for some people.

“Money can be a big implication on people’s choices and their future,” he said.

“It’s so expensive to travel and study that long, you have to provide funds for that to be paid later on salary and that can be very scary, I think.”

His principal at Montmorency South Primary School in Melbourne, Leanne Sheean, says that teachers with undergraduate degrees are so well trained. However, Sheean says that a higher ATAR score is required.

“I think there should be a minimal ATAR score because you will get people to maximize their ability,” Sheean said.

In addition to proposing teachers to have S2 degrees, AEU criticized a number of fast-track programs such as Teach for Australia.

They insist that the total number of enrollments to teach at universities is limited, saying that a demand-driven higher education system erodes standards as more low-quality students are accepted.

“We need to elevate the teaching status as a profession,” Haythorpe said.

The AEU says the practical components of the teaching class should focus more on regional, rural and remote areas, and work with students from disadvantaged or disabled backgrounds.

They also mentioned that compulsory mentoring should also be enforced.

Gonski’s review will be sent to the Australian Federal Government in March next year.

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