6.1.1 Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
“The Australian Professional Standards for Teachers (APST) is a public statement of what constitutes teacher quality” (QCT, 2011, p. 3). From the government to the school to the teachers, what is expected is clear. The standards help teachers grow in their profession and have adequate teaching in the twenty-first century. It guides undergraduate students to focus on the standards, observe other teachers, and start their journal with teaching. Graduated students, and teachers, have earned a credential that fulfils the standards of a nationally certified first teacher education program.
The drive in Australia was in the direction of the liberal, neo-liberal, or marketised approach (Alegounarias & Mulheron, 2018). In 2011 the Australian government implemented the APST to lift teacher performance as a national body. The overall political position was that a regulatory approach to education was insufficient to address the difficulty of the new economy. The positive effects of introducing the APST have been devastating for teachers and the community (Alegounarias & Mulheron, 2018). Teachers do not rely on their own or colleagues to govern their professional learning openings.
Alegounarias, T., & Mulheron, M. (2018). Professional Teaching Standards in Australia: A Case Study. Education International, 26. https://issuu.com/educationinternational/docs/professional_teaching_standards_a_case_study
QCT. (2011). Australian Professional Standards for Teachers. Queensland College of Teachers, 24. https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwip7NrZpcH3AhVLeMAKHdL8AfgQFnoECAoQAQ&url=https%3A%2F%2Fhmns.uq.edu.au%2Ffiles%2F4305%2FQCT%2520Australian%2520Professional%2520Standards%2520for%2520Teachers.pdf&usg=AOvVaw1u3MD47txZDdNH9Kh2KStF