Edu4 cce task 2

370 views

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
370
On SlideShare
0
From Embeds
0
Number of Embeds
4
Actions
Shares
0
Downloads
2
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Edu4 cce task 2

  1. 1. The Contexts and Directions of Australian Education Zoe Jovic-Student id: 99582013 1/10/2012 1
  2. 2. • In the 19th century teachers ran their schools as businesses and were regarded as entrepreneurs. ( Bentley, 2012)• Teaching was seen as “trade”, (2012), rather than as a teaching profession, no formal training was required.• In 1870‟s the Department of Education was Established• Teachers lives became “minutely regulated by the Department of Education”, (2012). Zoe Jovic-Student id: 99582013 1/10/2012 2
  3. 3. • In the 19th century there were those teachers that were in support of progressive education and were fighting to establish the notion “that teaching actually required special training, pedagogical techniques, which made up competent classroom practice”. (Bentley, 2012)• By early 20th century the Department of Education provided specialist training for teachers in terms of curriculum and “teaching methods”,(2012). Zoe Jovic-Student id: 99582013 1/10/2012 3
  4. 4. • The introduction of formal training for teachers “produced normative understanding of education, teaching and learning and instruction was portrayed as a main feature of teachers work”,( Bentley, 2012).• After World War II, employment of teachers placed them in “hierarchical structure”, (2012).• Teachers were grouped according to their subject and with their own senior teacher. Zoe Jovic-Student id: 99582013 1/10/2012 4
  5. 5. • These structural changes influenced education in terms of career pathways for teachers and determined their wages according to the hierarchy of their positions.• Until the 1960‟s married women,(many of them teachers), could not hold permanent positions and were ineligible for promotions.• The teaching profession was therefore dominated by men. Zoe Jovic-Student id: 99582013 1/10/2012 5
  6. 6. • “This was part of the Women‟s Liberation movement which started in the 1960‟s. The aim of the movement was not to “have it all” as some contemporaries would have us believe, it was – among other things – to transform the power relations between men and women which lay at the foundation of our society. These women demanded equal pay for equal work, equal access to education and employment, public provision of child care, shared responsibility for the upbringing of children etc.” (http://www.hreoc.gov.au, 2011). Zoe Jovic-Student id: 99582013 1/10/2012 6
  7. 7. • Finally in 1960‟s female teachers “secured equality in this regard”,( Bentley, 2012).• The 1990‟s saw a new movement in reshaping teachers work in terms of being seen as “fully-fledged partners in the development of education in general”, (Bently,2012),• This was a far cry from 19th century view of a teacher as a servant. Zoe Jovic-Student id: 99582013 1/10/2012 7
  8. 8. • Historic and industrial context of education plays a vital role in terms of the evolution of the teacher‟s role in the society.• From a “servant” to active participant in education, unqualified to qualified, unpaid to paid, from instructional to “guide on the side”, (Prensky, 2008), there has been a push to bring the role of the teacher to a higher status.• Demand for a higher pay continues in the 21st as it has in the 20th century. Zoe Jovic-Student id: 99582013 1/10/2012 8
  9. 9.  FROM PIONEERS OF  What is the truth? EDUCATION TO YOUR OWN  Right from Wrong? EDUCATION PHYLOSOPHY  Ethical Values /MoralCognitivism/ Behaviour.ConstructivismLearner actively constructs  How does teaching andown understandings of reality learning reflect one‟sthrough interaction with beliefs about truth andenvironment and reflection onactions. Student-centered value? ( Bentley, 2012)learning around conflicts to  What kind of philosophypresent knowing structures. are you going to adapt asKey proponents :Jean Piaget, a teacher?U. Bronfenbrenner,Jerome Bruner, Philosophy of education impingesLev Vygotsky on education by ones self beliefs. Zoe Jovic-Student id: 99582013 1/10/2012 9
  10. 10.  Global and Economical Contexts Zoe Jovic-Student id: 99582013 1/10/2012 10
  11. 11.  „Now schools can be considered more as environments that consist of physical, online, or simulated learning spaces, or they can been environments that consist of any combination of these environments, (2010).  The move seems to be toward Virtual classrooms.Any effort to connect schooling  The disappearances of awith the realities of the 21st school as a physical form andcentury should be informed by teaching as a profession as online education provider.the realities of the use of ICT byyoung people of school age.(Moyle, 2010) Zoe Jovic-Student id: 99582013 1/10/2012 11
  12. 12.  The direction of Australian education is leaning towards student centred learning rather then instructional. According to Moyle “A learning environment that promotes the development of creativity, innovativeness and capability for self-directed lifelong learning in students will have a strong flavour of constructivist learning, rather than one of teacher- dominated declarative learning,(2010). Zoe Jovic-Student id: 99582013 1/10/2012 12
  13. 13.  The challenges that  “Challenges for educators teachers will face is to in the 21st century can then unlearn and learn to be summarised as requiring act as a guidance and fresh thinking about what is not as a instructor to taught, how it is taught and students to help why it is taught”; ( Moyle facilitate intrinsic 2010). motivation by incorporating WEB 2 tools and student cantered learning. Zoe Jovic-Student id: 99582013 1/10/2012 13
  14. 14.  “Political and government leaders  In the schools sector, the in countries in the OECD, such as backdrop of globalisation and Australia, have argued that technological change provides innovation, technologies and the context for education, as education are fundamental to the Melbourne Declaration generating sustainable, productive and competitive national states: Globalisation and economies “. (Moyle , 2010) technological change are Incorporating I.T in the classroom placing greater demands on seems to be imperative for the education and skill future of the Australian development in Australia and Economy, as the nature of the the nature of jobs available to Australian work force changes. young Australians is changing faster than ever, (Moyle, 2010)  Zoe Jovic-Student id: 99582013 1/10/2012 14
  15. 15.  “Almost a decade later, a central focus of the $2.2 billion Digital  The strategic action of Education Revolution is to provide the government is to computers to all secondary school students in Years 9 to 12, over the enrich schools knowledge in I.T, steer five years to2012 (Australian Government, DEEWR, 2008a). Computers are being provided through the National Secondary students to I.T careers School Computer Fund. This is the first time in Australia’s history the and strengthen federal government has directly Australian Economy. funded the provision of computing hardware and software to schools”. (Moyle, 2010). Zoe Jovic-Student id: 99582013 1/10/2012 15
  16. 16.  “It can be stated in many  “We must get our teachers – hard as ways, the basic direction is away it may be in some cases – to stop from the “old” pedagogy of lecturing, and start allowing the kids teachers “telling” (or talking, or to learn by themselves,”( lecturing, or being the “Sage on Prensky, 2008). the Stage”) to the “new”  The challenge for future educators pedagogy of kids teaching themselves with teacher‟s is to as pointed out by futurist Alvin guidance (a combination of Toffler: “the illiterate of the 21st “student-centered learning,” century will not be those who cannot “problem-based learning,” read and write, but those who “case-based learning,” and the cannot learn, unlearn, and teacher‟s being the “Guide on relearn’’.(Moyle 2010) the Side.”) http://www.marcprensky.com  The teachers will have to unlearn what they have learnt, otherwise they will risk of becoming illiterate in their strategy of teaching. Zoe Jovic-Student id: 99582013 1/10/2012 16
  17. 17.  As we enter into the knowledge and  As Seddon points out: Education is a IT age, “it has co-drivers as well, complex and changing social among them social demands worldwide for greater freedom and product, its representation as individuation.”(Toffler ,Alvin) “education “can be misleading. Representations are not simply The same thing can be reflections of the empirical world but said about education and active productions which are shaped the implications that is not only by the structural and has for teachers. discursive limits of the times, but also Teachers need to allow because any representation entails students to develop the construction of a relationship individual learning between past and present which is strategies, rather then oriented to a vision of the future,(1994). being told what to do. Zoe Jovic-Student id: 99582013 1/10/2012 17
  18. 18.  Bentley , Ian. ( 2012). EDU4CCE Changing Contexts in Education 2E, 2nd edition; Cengage Learning. Moyle , Kathryn. (2010). Bulding Innovations: Learning with technologies. Acer Press. Seddon. Terri. (1994). Context and Beyond: Reframing the Theory and Practice of Education. The Falmer Press. Zoe Jovic-Student id: 99582013 1/10/2012 18
  19. 19.  http://www.hreoc.gov.au/about/media/speec hes/sex_discrim/2011/20110308_IWD.htm Retrieved 28/09/2012 http://research.acer.edu.au/cgi/viewcontent. cgi?article=1009&context=aer Retieved 29/09/2012 http://www.marcprensky.com/ Retrieved 30/09/2012 http://www.skypoint.net/members/mfinley/t offler.htm Retrieved 30/09/2012 Zoe Jovic-Student id: 99582013 1/10/2012 19

×