Preparing pre-service physical education teachers for uncertain future(s) : a scenario-based learning case study from Australia

Background: A key aim of a physical education teacher education (PETE) program is to promote wide and deep knowledge, enabling students to establish connections and understand contexts within and beyond education, physical education and their life worlds. Most often PETE programs equip students with content knowledge and pedagogical strategies that help them address current challenges, but less attention is directed to helping the students anticipate future challenges and engage with opportunities they may face as teachers.
Purpose: This paper presents a case study of scenario-based learning as it was implemented in a final year PETE program in an Australian university, as a means of preparing students for their future teaching careers.
Participants and setting: Twenty-five final year pre-service physical education teachers enrolled in the culminating unit of their physical education degree.
Data collection: Scenario-based learning was introduced to the students via class discussion and assigned tasks. Examples of student-written scenarios and reflection on the experience from the lecturer and student perspectives are analysed.
Findings: Although the cohort found the process of scenario-based learning daunting the post-unit questionnaires revealed that it was a valued and valuable means of exploring professional issues they will face in the future. Scenario-based learning was a powerful tool of learning as well as modelling a pedagogy students could use in the upper levels of secondary school.
Conclusion: This paper argues that scenario-based learning should be a key component of forward-looking PETE programs that encourage their graduates to solve problems about issues they may face as beginning teachers.

Paving pathways : shaping the public health workforce through tertiary education

Public health educational pathways in Australia have traditionally been the province of Universities, with the Master of Public Health (MPH) recognised as the flagship professional entry program. Public health education also occurs within the fellowship training of the Faculty of Public Health Medicine, but within Australia this remains confined to medical graduates. In recent years, however, we have seen a proliferation of undergraduate degrees as well as an increasing public health presence in the Vocational Education and Training (VET) sector. Following the 2007 Australian Federal election, the new Labour government brought with it a refreshing commitment to a more inclusive and strategic style of government. An important example of this was the 2020 visioning process that identified key issues of public health concern, including an acknowledgment that it was unacceptable to allocate less than 2% of the health budget towards disease prevention. This led to the recommendation for the establishment of a national preventive health agency (Australia: the healthiest country by 2020 National Preventative Health Strategy, Prepared by the Preventative Health Taskforce 2009). The focus on disease prevention places a spotlight on the workforce that will be required to deliver the new investment in health prevention, and also on the role of public health education in developing and upskilling the workforce. It is therefore timely to reflect on trends, challenges and opportunities from a tertiary sector perspective. Is it more desirable to focus education efforts on selected lead issues such as the “obesity epidemic”, climate change, Indigenous health and so on, or on the underlying theory and skills that build a flexible workforce capable of responding to a range of health challenges? Or should we aspire to both? This paper presents some of the key discussion points from 2008 - 2009 of the Public Health Educational Pathways workshops and working group of the Australian Network of Public Health Institutions. We highlight some of the competing tensions in public health tertiary education, their impact on public health training programs, and the educational pathways that are needed to grow, shape and prepare the public health workforce for future

Piecing together the puzzle of graduate employment : factors that shape the graduate work expectations of human resource management students

Providing graduates with a set of skills and attributes relevant to their future employment remains a key topic in both higher education policy and research. This paper reports findings from a pilot study of human resource management (HRM) students' perceptions of the graduate work experience. Specifically, it focuses on how these perceptions are shaped, driven by a concern for the uncertainty - and even fear - expressed by the study's participants in relation to their future workplace experiences. The influences of three key factors in shaping participants' expectations are discussed: the graduate recruitment experience, previous work experiences and 'graduate work folklore' from the stories of family and friends. With these influences not always providing students with a realistic picture of their future work experience, we conclude that educators need to improve the opportunities for practical experience and industry knowledge through work placements, stronger links with industry and increased exposure to the practicalities of work within the curriculum.

Not the spice trade : Australian women's contribution to educational change in Pakistan

This thesis critiqued the professional practices of an Institute’s graduates in order to establish the effectiveness of a teacher education innovation in Pakistan shaped in partnership with Australian educators. The research findings show that relevant, high quality teacher education, capable of effecting positive changes in schooling, is achievable within Pakistan.

Early career teaching : learning to be a teacher and staying in the job

This article provides insights into the ways that teacher education programs might equip early career teachers beginning their professional identity. Situated in Melbourne (Australia), it discusses tertiary music education preparation for the profession and recognises the value and importance of having critical friends and mentors as a beginner teacher. By using narrative reflection both lecturer and graduate allow their voices to be heard as they make a contribution to understand the challenges new teachers face when building their professional identity and ‘staying in the job’. The discussion provided by the graduate, outlines her experience and engagement regarding the ‘positives’ and ‘negatives’ as she establishes her professional identity. Concerns and issues raised may be similar to those experienced by others. The lecturer contends that ongoing research with graduates is necessary when preparing pre-service students as they begin developing their teacher identity and remain within the profession after graduation.

Benchmarking journalism courses with a focus on graduate employability : case Studies from three Australian universities

Benchmarking is commonly perceived as a key part of quality assurance and enhancement, and universities have had limited success to date in benchmarking, nationally or internationally, in matters concerning teaching and learning. This is partly due to the paucity of comparable quantitative indicators. The challenges are even greater when benchmarking is at course (program) level. As part of an Australian Learning and Teaching Council fellowship (Benchmarking partnerships for graduate employability), a process was designed to enable course leaders to engage in collaborative and confidential benchmarking at course level, with a particular focus on graduate employability (or, more specifically, the assurance of graduate capability development and achievement). Among the 24 benchmarking partners were three course leaders in undergraduate journalism. This paper describes their collective experiences and some of the outcomes of the benchmarking exercise. It also highlights some of the challenges of benchmarking in a discipline where graduates may follow a range of career paths, and where technology means professional practice is evolving at a very rapid pace. Given these underpinning uncertainties, discussions around employability and appropriate graduate capabilities are best had face to face with adequate time for establishing common understandings. This has also been a focused way of building capacity and scholarly networking.

Construction graduate salaries : the real story

Construction degrees are in significant demand in Australian universities. Entry students believe that graduation will lead to well-paid industry employment. Previous studies have identified trends in graduate starting salaries, but often combine categories of graduates to produce inadequate generalisations and salary averages. This study, conducted at RMIT University, Melbourne, examined a specific cohort of construction management students and provided an insight into their employment conditions and starting salaries. The results provide useful up to date information for undergraduate students and academic staff alike.

Where shall the future student learn? Student expectations of university facilities for teaching and learning

This paper examines some of the issues surrounding educational facilities - their design and impact upon student learning now and into the future. It details some of the recent literature in this area with particular emphasis upon teaching and learning trends that match the needs of modern students. The responses of a group of first year university students in the School of Property, Construction and Project Management at RMIT University are also matched against these trends. The conclusions from these responses drawn indicate that the future university student will want flexible learning spaces that can adapt to both individual and collaborative work with a strong emphasis on social learning and advanced technology. The responses also indicate a mismatch between existing lecture theatres and tutorial rooms and the third space learning that these graduates of 2011 want. The results have implications for all higher education institutions as we enter the new millennium.

Exploring the development and assessment of work-readiness using reflective practice in construction education.

It is well known that the construction industry is characterized by the need for practical knowledge and skill. However, this creates special challenges for universities in the development of work readiness in graduates. This research investigates the attitudes of students towards a course which was designed to develop work-readiness skills in construction management. The paper focuses on the distinctive issues associated with Work-Integrated Learning (WIL) using a formally assessed industry-mentored course of study. Past research shows that university degrees should promote reflective thinking since, in construction, it is necessary to make reflective judgements which deal with ill-defined problems. This is a generic capability that is needed by all graduates in knowledge-based occupations. The study utilized reflective practice to examine the perceptions of construction management students towards the development of attributes which were known to improve work skills. The students were asked to capture their reflections on their experiences in the form of reflective diaries, which were prepared weekly throughout the course. The results showed that the students expressed very positive views about their learning experiences. This occurred in spite of the challenges caused by the formal assessment processes that were undertaken as part of the course. This paper compares the student perceptions with the teachers’ reflections on the ability of traditional assessment methods to measure graduate attributes and work-readiness. The research explores the issues associated with assessing work-readiness skills in higher education. The findings suggest that student reflection is a necessary precondition to the development of effective work-readiness. In addition, the research concludes that more nontraditional assessment approaches are needed in construction programmes in order to develop the type of graduate required by the industry.

Student peer and self assessment in the context of work integrated learning : making it work

Students are now experiencing opportunities in practice education where their learning is facilitated by professionals of varied backgrounds thus leading to issues of how to assess student performance while on placement. Educators have had to re-think the way in which students’ performance is assessed and to integrate the key graduate attributes of critical reflection, self and peer assessments and feedback. Using recommendations by Mason (1999) in relation to a collaborative group model for workplace learning and ‘The Self-Directed Learning Model’ by Gaiptman and Anthony (1989) the Occupational Wellness and Life Satisfaction (OWLS) program encourages students to reflect on their experiences in an environment of self and peer evaluation, focussing on the process of learning rather than purely on outcomes. Students are required to complete a self and peer assessment of their learning using a nationally recognised fieldwork evaluation instrument and develop a practice portfolio consisting of learning contract and supporting evidence for their self-assessment. Qualitative and quantitative data was collected via a questionnaire to alumni. The most frequently identified skills that were valued by respondents were autonomy and independence. Other benefits identified were facilitation of self directed learning, and ability to problem solve with colleagues and to share learning. In a higher education environment where lifelong learning and the ability to work collaboratively are valued graduate attributes, a focus on peer and self assessment within the context of work integrated learning contributes to graduates who are well placed to work in both traditional and newer and emerging areas of practice.

Archipelago design : virtualopolis and the interactive virtual team scenario

Increasingly employers use virtual teams to leverage business knowledge that can solve day to day business problems and create new business opportunities. Consequently, according to Bridgstock, graduates increasingly require virtual teamwork skills such as communication, negotiation and collaboration. The project presented here has researched and trialled the role of a well-designed interactive scenario in developing graduate attributes related to working with others, using virtual business entities across four faculties. One innovative outcome from this has been the scoping and linking of cross-faculty virtual developments into an overarching structure which is easily navigable and engaging for the net generation learner, and capacity building for the university. For clarity, that scaffolding or framework ‘city’ has been called Virtualopolis. This has the potential to link pockets of innovation across the university in the area of experiential learning and virtual work-integrated learning (WIL), the term expolred by Walsh within the context of Briggs' constructive alignment. The prototype workteam scenario has multiple applications, with capacity to be a hurdle requirement, assessment item or training activity depending on the needs of the faculty’s WIL. By developing the online framework or model Virtualopolis, work-integrated teams assessment can be linked across different business entities, and used as skills preparation for experiential learning units such as internships, professional experience and workplace-based projects university-wide. This model has exciting possibilities of transferability across the higher education sector in the linkage of innovative virtual scenarios to reduce developmental costs, assessment tools/resources targeted specifically to graduate attributes, and virtual teamwork capacity building.

What counts as higher education? Pursuing intellectually compelling ideas

A few months ago I was sitting in a graduation ceremony considering the nature of universities; what it means to do academic work and how this constitutes some higher form of education. Unlike some of my more astute colleagues who had remembered to bring their current reading (copies of Giroux or Gelemter nestled within their graduation programs) to while away the time between applauds for graduates and speeches, I was confined to my own thoughts on matters of importance for universities and their constituents. The ceremony provided critical moments for reflection--for me, centred around the politics of meaningmincluding: the presentation to a colleague of the Vice-Chancellor's award for teaching excellence; the conferring of an honorary doctorate on the guest speaker, Fiji's Prime Minister Major-General Rabuka, for his involvement in restructuring Fiji's system of governance; and the celebration of his visit by the Vice-Chancellor, himself a would-be reformer of systems as a member of the West Review of Australian higher education.

Difficult times, difficult students? Teaching students with learning difficulties to be teachers

The last decade of Australian higher education has witnessed significant expansion in the provision of student places, relative to the Australian population, with student enrolment figures for undergraduate award courses in 1993 totalling 453,926, compared with 287,713 in 1983. Such expansion has raised considerable speculation amongst academics about the quality of students now entering university and their ability to successfully negotiate academic learning environments, particularly since the mid 1990s when unmet demand for higher education began to diminish; the assumption often being that lower entry scores are indicative of future academic problems. This is a significant issue for Australian regional universities, which historically have struggled to attract students with high entry scores and which are likely to experience even greater competition from metropolitan universities given the prospect of 'vouchers', a possibility (re)floated by the West Review, which will enable students to be more selective in their university of choice. Moreover, these 'problems' seem compounded for teacher educators who are required to deliver greater numbers of graduates to satisfy a current shortage of teachers in many Australian States and also to 'soak up' government funded places within their institutions that other faculties have been unable to fill, while drawing from a diminishing pool of high entry-scoring applicants. Within this context, this paper addresses the possibility for teacher educators of facing classes with increasing numbers of students with learning difficulties and learning disabilities, estimated in the early 1980s by Sykes (1982) to be about 5% of university students. In raising these issues, the paper makes two broad contributions. First, it engages with the discussion within the literature concerning competing definitions of university students' learning difficulties and learning disabilities, suggesting that the debate is unhelpful and that the differences are not that important when consideration is given to how they are experienced by students. Secondly, and flowing logically from this, the paper argues that rather than simply defining learning difficulty as intrinsic to students, academic learning environments, and those who construct them, are also implicated in the determination of how difficult (or otherwise) they are for students to access.

Aiming for change by degrees

Our federal Education Minister believes too many Australians are falling through the cracks, writes Joanna Mather.

Addressing a group of doctoral graduates in Melbourne recently, federal Education Minister Julia Gillard used Barack Obama's election victory in the US to drive home the social and economic imperatives for getting more poor and disadvantaged Australians into universities.

Promoting "critical awareness" and critiquing "cultural competence" : towards disrupting received professional knowledges

There is a compelling argument that universities should be committed to advancing the Indigenous agenda. With respect to social work, as well as to nursing, psychology, and allied health, this commitment is often translated into a single goal: that graduates should be ‘‘culturally competent’’. While acknowledging that there can be tactical advantages in pursuing this goal the current paper develops a practical critique of the expectation that cultural competence is an unproblematic ‘‘add on’’ to professional education. Using a single case study as an example*how the subject ‘‘individual development’’ is transmitted as a monocultural and unproblematic formation*we argue that it is impossible to learn to work cross-culturally without developing a capacity for reflective self-scrutiny. Less likely to be a flag of convenience than ‘‘cultural competence’’, an allegiance to ‘‘critical awareness’’ prompts the interrogation of received knowledge, for example how human development and personhood is understood, as well stimulating an engagement in the lifelong process of reflecting on one’s own ideological and cultural location.