I welcome Alwyn Poole's interest on improving access to secondary teaching (Unpaid training contributes to teacher shortage). We need to maximise the number of graduates who see secondary teaching as valuable and rewarding work. Having spent more than 40 years of my life connected to teaching, including 14 years as
OPINION: Teachers need to study educational techniques - Graeme Aitken
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Alwyn Poole thinks good teachers are those that suited him. Photo / File
They need to understand, therefore, the range of teaching options that are available to them and what the research and theoretical evidence suggests is mostly likely to reach each student.
By commenting disparagingly on his own experience in teacher education, Alwyn unwittingly illustrates the flaw in learning to teach based on your experience of teaching. He condemns teacher education on the basis of his experience without any consideration that others may have had a different experience.
Once again, my experience tells me that while we could always do better in teacher education, and while undoubtedly some share Alwyn's experience, there are large numbers of graduates of initial teacher education programmes who have learned a great deal from their lecturers and who value the contribution those lecturers have made to their induction into teaching.
I have written this opinion piece with some reluctance. The solutions to teacher supply and to raising the status of teaching are not helped by adopting binary positions that set off one part of the system against the other. In fact we need a collaborative, system-wide solution to the problem – teachers, schools, teacher educators, researchers and policy makers working together. So, it is not my aim in responding to Alwyn to be defensive or dismissive. His suggestions may well contribute to the solution – and in one case already are. I just wish he had been more accurate and collegial.
*Professor Graeme Aitken is the Dean of Education and Social Work at the University of Auckland.