8. Pre-service preparation
Overview
Whether graduates intend to teach in rural, remote or metropolitan schools, it is important that they engage in indigenous cultural awareness training. This is particularly relevant for teachers taking placements or intending to work in isolated communities (Submission 52, Yipirinya School, NT).
Preparation for rural and remote living is also an important part of the training process. For many new recruits, the success of their placement is dependent on their ability to acculturate to the new environment and understand the ways in which a small community may operate. The National Isolated Children's Parents' Association recommends that a rural education component be included in pre-service teacher training courses (Submission 37).
Research indicates that:
Institutions involved in teacher training should address the differences that graduates may encounter in rural contexts (Miller, 1994). The nature of the rural context is not the same as that of the urban area and generically trained teachers will not necessarily be well prepared for the demands of teaching in this environment (Higgins, 1993, Bloodsworth, 1994, Kirk, 1994, Herzog & Pittman, 1995). McFaul suggests that the inexperienced rural teacher be provided with a package containing, research findings, useful local information, an understanding of rural values and some workable strategies (1989). Previous research undertaken by Herzog and Pittman (1995) indicates that minimal account is being taken of the rural context in teacher training and that institutions should provide more than a 'superficial sensitivity training' (Hard 1997).
Evidence to the Inquiry
I'd like to talk about proper preparation for staff who go to our remote areas, because at the moment very few have qualifications in ESL or even a thorough preparedness for working in cross-cultural contexts. Despite an initial orientation program which is run by the [NT] Department of Education, and I understand that that's a winner of some awards, a lot more needs to be done. This comes back to increasing the size of the cake, rather than talking about its redistribution (Robert Laird, Australian Education Union (NT), Darwin public hearing, 10 May 1999).Last updated 2 December 2001.Teaching staff employed in the communities have little understanding of the Indigenous culture and maybe non-Aboriginal teachers need to have ongoing workshops about culture and Aboriginal education issues, to even begin to understand how to teach or effectively teach Indigenous students.
[We need] identified Aboriginal teaching positions in all schools [we also need to] enhance the pathways for Indigenous people wanting to be educators in their community (Submission 52, Yipirinya School, NT).
From my experience the NSW Education Department is willing to spend extra money on rural schools. They are willing to undertake initiatives such as the Walgett Community of Schools. The staff are generally very committed and competent. However, they are often unprepared for the different worlds that country towns and Aboriginal culture are. Too often the programs and regulations are based on another culture. There are also incidents such as the principal who said to an Aboriginal parent, who was distressed that all of one class were in the bottom 20% of the state in a literacy test "That's not bad for Aboriginal kids" (Submission 25, Christian Brothers Schools, NSW).
