Conclusion

Conclusion

This evaluation raises significant questions about the extent to which student teachers and newly graduated teachers are supported to develop the necessary skills and strategies to become competent and capable teachers.  ERO has found that currently many NGTs feel they have, and are perceived as having, limitations in their confidence and preparation as they begin teaching.  Given the government’s considerable investment in ITE this is not a satisfactory situation. 

Although leaders recognised that most NGTs were enthusiastic, hardworking and passionate about their role, the concerns raised about lack of confidence and preparedness to teach signal a need for improved system alignment. In order to better prepare NGTs it is essential ITE providers, associate teachers, school and service leaders, students and newly graduated teachers have clarity about their roles and expectations in the preparation of teachers entering the profession.

Several recent ERO national evaluation reports have identified issues and concerns about teachers’ capability to design and implement a curriculum responsive to all learners, particularly those whose underachievement is of concern or those who need additional support to experience success.  ERO’s evidence highlights the need for teachers to be better prepared and given ongoing support in these critical areas.

Given considerable system-wide interest in strengthening the teaching profession, ERO’s findings contribute to further discussion about the roles and responsibilities during ITE and professional support towards certification, in developing a highly capable and confident teaching workforce.