Running head: EDED11454 EDUCATION AS A PROFESSION 1

Central Queensland University

Rachael-Lyn Anderson

12143136

Education as a profession-EDED11454

Assessment 2: Multimodal Response

Susan McKee

5th June, 2020

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Part A
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Part B

There have been many social, cultural, and economic changes that have had a

significant influence on education. Many of these changes have had direct impacts on the

purpose and outcomes of education in Australia’s 21st Century Society.

The change affecting the Australian Education system is the reform to the provision

and governance of schooling, with education assuming a central role in the lives of children

across Australia (Churchill et al., 2016,p45.). While education initially was privatised and

merely a place to learn literacy and numeracy skills, changes to the education system have

seen the government take a central role in the funding of education. This is now known as

Government schools. Government schools take a central role in the funding of education as

well as the formation of policies, regulations, procedures, and aims (Churchill et al., 2016., p.

49). Although there have been many changes within the government funding, there are still

debates with non-governments schools receiving more funding than government schools.

The restructuring of education to a more centralised role in Australian society, has led

to a rise in the number of competing educational stakeholders, each with different and

conflicting concerns (Churchill et al., 2016, p. 47). These stakeholders encompass a wide

range of groups including government, business, families, students, teachers, advocacy

groups and media, each of these groups exert influences on the purposes and outcomes of

education in contemporary Australian society, for power in the school sector and fighting to

ensure their needs are met (Churchill et al., 2016, p.48). The values of the parents,

communities, and employer requirements are just some of the external factors that can affect

the cultural and social changes.

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Another change is the pedagogy of education. “transformative education” must

replace the “transmission model” of teaching and learning that continues as the dominant

practice in most schools (Hayes, 2017,p.3). Thereby, the teacher serves as a guide (Hawkes,

2012, p1), acquisition of skills and competences in addition to essential knowledge through

participation, collaborative, personalized, inquiry learning, and teaching for the transfer of

skills in a real world context. An influential change has been with technological advances.

Teachers are supposed to use technologies and educate students on how to use them,

however, teachers need to be aware of the dangers of online learning (Hawkes, 2012,p 2).

Although there have been changes to the Australian curriculum, there still needs to be

greater focus and development on interweaving the cross-curriculum priorities and the

general capabilities, as the 21st-century skills, designed to foster critical and creative

thinking, ethical understanding and personal and social capability(Hinzs,2012,p2). Thus, a

curriculum that will enable inquiry learning will have the potential to support all students

learning (Churchill et al., p170). Two of the three cross-curriculum priorities, which address

contemporary issues such as sustainability and Asia. Australia is increasingly looking to Asia

strategically, politically, culturally, and economically. China and India’s economic

globalisation has affected planning, and therefore Australia needs to become “Asia Literate”

by building stronger relationships with these countries (Australian Curriculum, Assessment

and Reporting Authority , n.d, p. ). Sustainability and Climate Change education, develops

and equips 21st-century learners with the necessary knowledge, skills, values, and

understanding of world views which will enable them to function and act in today’s world.

Thus, teachers are equipping students for contemporary, transitory career patterns that require

high levels of communication, mobility, critical and ethical thinking for the 21st century.

Australia has seen a rise in multi-culturalism with one in four Australians now born overseas

(Australian Human Rights Commission [AHRC], 2014). In 2013, migration represented 60%
 EDED 11454 EDUCATION AS A PROFESSION

of Australian growth (AHRC, 2014), making Australia one of the most ethnically and

linguistically diverse countries in the world. In 2016 there were 207 852 Aboriginal and

Torres Strait Islanders students attending Australian schools (Churchill et al.,2016.p 152).

With growing cultural diversity, teachers have a responsibility and obligation in the shaping

of attitudes and promotions of social justice in Australian society. Teachers will be required

to have a firm understanding of issues relating to diversity, difference, rights, and privileges

and how these issues can impact a student’s ability to learn, ensuring delivery of fair and

equitable standards of education and equal learning opportunities for all students regardless

of their social, cultural or economic backgrounds (Marsh, 2010,p26). A teacher's role in

ensuring that students learn beside their peers have their learning adjusted to meet their

individual needs, fostering respect, reach their full potential and encourage their students to

become successful learners and well-adjusted, productive members of society.

Ethical decision making is another important issue that educators need to be aware of in their

work and dealing with students, colleagues, and the wider community. Teachers come from

different backgrounds therefore, they need to be aware of their values and attitudes when

making decisions to ensure these do not contravene the codes of eths and conduct that are in

place for teachers (Churchill et al, 2016, p. 568). The teacher’s knowledge of what ethics is

and the practice of it will aid the teacher in making the best decision when ethical

predicaments arise in their daily teaching lives. Teachers also understand that they are

accountable and have a duty of care for their choices and their behaviours both inside and

outside the classroom (Churchill et al, 2016, p. 568). Unethical decisions and behaviours can

have serious consequences for teachers as it can lead to loss of respect amongst students,

colleagues, and members of the community, in an extreme case loss of job and registration

(Savage, 2007, p. 4).

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There are other important guidelines in place that all teachers must adhere to. These

serve as frameworks for all teachers to operate within, aiming to provide support and

guidance for teachers in their decisions making and professional practice. In Queensland

these include the Australian Professional Standards for Teachers (Australian Institute for

Teaching and School Leadership [AITSL], 2011). The Standard of Practice (Department of

Education and Training, 2016), and the ethical standards for teachers which are the Code of

and Code of Conduct.

The Australian Professional Standards for Teachers [The Standards], (AITSL, 2011),

forms the basis in which teachers are accredited to be able to teach in Australia (Churchill et

al., 2016, p. 602). The guiding of the professional learning, practice and engagement of

teachers is to provide a more definitive benchmark of what constitutes a quality teacher,

whilst aiming to evaluate public recognition, and effective teaching in the 21st century, to

improve outcomes for students. New teachers are perceived to be fully proficient as teachers,

especially by their colleagues and school principals (Mohamed, Valcke & De Wever, 2017,

p. 152). Providing a clear outline of what is expected at each stage of teaching, is an

important step in helping graduate teachers to become confident and capable educators. The

Professional Standards are a framework which articulates what teachers are expected to know

and be able to do at the four career stages: Graduate, Proficient, Highly Accomplished and

Lead. The Standards cover three domains of teaching and outline seven standards:

Professional Knowledge, Professional Practice and Professional Engagement. These

represents an effective, contemporary practice for teachers throughout Australia (See Part

A). The Professional standards support the Alice Springs (Mparntwe) Education

Declaration, which describes aspirations for all young Australians, specifically educational

goals that Australian schooling promotes excellence and equity, and that all young
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Australians become creative and confident individuals, successful life-long learners, and

active and informed members of the community. The Declaration further supports quality

teaching by providing teachers and educators with the opportunities and resources for

ongoing professional learning, equips educators with high-quality evidence and data, and the

development of well-prepared pre-service teachers( Council of Australian Governments

Education Council, 2019).

The Code of Ethics for Teachers in Queensland (Queensland College of Teachers

[QCT], 2008) provides a framework which outlines six core values to guide and encourage

teachers to demonstrate high standards of ethical behaviour and professionalism when

dealing with students, families, colleagues and the community. These values are outlined in

Part A. The Code of Ethics are embedded values within the Professional Standards, and

explains how teachers demonstrate integrity, dignity, responsibility, respect, justice and care

in their work (Forester, 2012,p.9).The Standard of Practice (DET, 2016), is an education-

specific version of the Code of Conduct for the Queensland Public Service (Queensland

[QLD] Government, 2011). The standards of Practice is based on four ethic principles of the

Public Sector Ethics Act (QLD Government, 1994), as outlined in Part A. Whilst the

Standards of Practice provide general guidance on many ethical issues and scenarios that may

arise for educators in the workplace, the Standard, is, by its own admission, is somewhat

limited as it is also available for the general public.

In Australia currently, the codes are aspirational and inspirational guidelines arranged around

‘core’ values’. The codes are believed more appropriate for the teaching profession (Forster,

2012, 6), thereby, gaining public trust, promoting professional excellence in the interest of

students and society. All of the listed documents cohere with the Alice Springs Education

Declaration.
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References

Australian Curriculum Assessment and Reporting Authority [ACARA]. (n.d). Asia and
Australia’s Engagement with Asia. Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-
priorities/asia-and-australia-s-engagement-with-asia/?
searchTerm=Asia+Literate#dimension-content

Australian Human Rights Commission. (2014). Face the facts: Cultural diversity. Retrieved
from https://www.humanrights.gov.au/face-facts-cultural-diversity

Australian Institute for Teaching and School Leadership [AITSL]. (2011). Australian
professional standards for teachers. Retrieved from
https://www.aitsl.edu.au/teach/standards

Churchill, R., Godinho, S., Johnson, N.F., Keddie, A., Letts, W., Lowe, K., …Vick, M.
(2016). Teaching making a difference (3rd ed.) Milton, QLD: John Wiley & Sons
Australia.
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Council of Australian Governments Education Council. (2019). Alice Spring (Mparntwe)

Education Declaration. Retrieved from
http://www.educationcouncil.edu.au/site/DefaultSite/filesystem/documents/Reports
%20and%20publications/Publications/Alice%20Springs%20Declaration/Alice
%20Springs%20(Mparntwe)%20Education%20Declaration%20(accessible).pdf

Department of Education (2020). Inclusive education policy. Retrieved from

http://ppr.det.qld.gov.au/pif/policies/Documents/Inclusive-education-policy.pdf

Department of Education and Training (2016). Standard of Practice. Retrieved from

http://education.qld.gov.au/corporate/codeofconduct/pdfs/det-code-of-conduct-
standard-of-practice.pdf

Forster, D. J. (2012). Codes of Ethics in Australian Education: Towards a National

Perspective. Australian Journal of Teacher Education, 37(9).
http://dx.doi.org/10.14221/ajte.2012v37n9.4

Hawkes, T. (2012, June 20). Add six p’s to the three r’s for the ideal teacher. The Australian.
Retrieved from https://www.theaustralian.com.au/

Hayes, D. (2017). Seven ways education needs to change in 2017. Retrieved from
https://theconversation.com/seven-ways-education-needs-to-change-in-2017-70821

Hinz, B. (2018, December 21). Schools policy in 2018: Reflecting on the big events and the
new developments. The Conversation. Retrieved from
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https://theconversation.com/schools-policy-in-2018-reflecting-on-the-big-events-and-
the-new-developments-108079

Marsh, C.J. (2010) Becoming a Teacher: Knowledge, Skills and Issues (5th ed) Frenchs

Forest, NSW” Pearson Australia Group Pty Ltd. Retrieved from CQUniversity e-

courses, EDED11454 Education as a Profession

https://moodle.cqu.edu.au/pluginfile.php/1074267/mod_resource/content/1/Marsh%

Mohamed, Z., Valcke, M., & De Wever, B. (2017). Are they ready teach? Student teachers’
readiness for the job with reference to teacher competence frameworks. Journal of
Education for Teaching, 43(2), 151-170. DOI:10.1080/02607476.2016.1257509

Queensland College of Teachers. [QCT]. (2008). Code of ethics for teachers in queensland.
Retrieved from http://www.qct.edu.au/standards-and-conduct/code-of-ethics

Queensland Government. (1994). Public sector ethics act. Retrieved from

https://www.legislation.qld.gov.au/view/pdf/2014-07-01/act-1994-067

Queensland Government. (2011). Code of conduct for the queensland public service.

Retrieved from https://www.forgov.qld.gov.au/code-conduct-queensland-public-service

Savage, S. (2007). Teacher’s ethical dilemmas: What would you do? Retrieved from

https://www.redorbit.com/news/education/1141680/teachers_ethical_dilemmas_what_would

_you_do/
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