Winter 2007

Careers and transition

From past to present–teacher preparation

Third generation teacher, Margaret Heap, reflects on her teacher training experiences in the 1960s and 1970s and compares them to the experiences of members of her family in the 1890s, 1930s, and today. Her story is told by Monique Gonczarek.

Asking a year 8 student which career they intend to pursue is like asking them to place an order at the drive through. The options are endless, subject to change and capable of turning a seemingly easy question or task into a mind-boggling one.

The decision for Margaret Heap was clear, having grown up in a teaching family and seeing first hand what teaching involved.

‘I knew I wanted to be a home economics teacher from year 8. My grandmother was a former teacher, my father had worked as a teacher and was a primary school principal at the time so it was a natural progression,’ Margaret says.

In 1967, at the age of 17, Margaret began a two-year Certificate of Teaching at Kelvin Grove Teachers College—now part of Queensland University of Technology (QUT).

‘In those days you needed a government scholarship to undertake the teaching certificate and on completion you were “bonded” to the government school system for two years,’ says Margaret.

Margaret’s teacher training differed from her grandmother’s in the 1890s, her father’s in the 1930s and her niece’s today, but her family’s passion for teaching has spanned Australia’s evolving teacher preparation over more than a century.

Teacher preparation in the 1890s

For Margaret’s grandmother, Amy Hall, teacher preparation in the 1890s involved four years’ on-the-job training under the guidance of a qualified teacher.

Fourteen-years-old and having just completed year 8, Amy entered the teaching profession as a pupil-teacher in the Killarney district, south-east of Warwick in Queensland.

Amy underwent her training at the one-teacher school comprising 60 students of all ages, during which time she was taken through a set curriculum spanning reading, writing, arithmetic and history. Preparation for the pupil-teacher examinations would have kept her burning the late night oil.

Emerging as a fully-qualified teacher at the age of 18, Amy went on to teach at a small school in the Warwick district until she married in 1916. At that time, married women were forbidden to work but her status as a teacher and the respect she gained from people in the town remained with her throughout her life.

Amy’s love of learning inspired her middle son, William (Bill) Hall, to follow in her footsteps and become a teacher.

Teacher preparation in the 1930s

Bill Hall, Margaret’s father, became the first member of the Hall family to complete high school. He did this at Warwick State High School, in 1937. Bill had a choice of two pathways to fulfil his teaching aspirations. He could either complete two years in teachers’ college or do a further two years at high school followed by one year at teachers’ college.

Bill chose the first option and commenced his training at Kelvin Grove Teachers College in 1938 before winning his first teaching job as a primary school teacher at Killarney State School in the Darling Downs in 1939. English, mathematics, science and social studies were the only subjects taught at the time.

He was then transferred to Yeulba Creek State School near Surat and from there enlisted for the Second World War. He was 18 at the time.

On his return to teaching at Wondi State School in 1953, after a stint of post-war dairy farming, Bill completed his senior subjects by correspondence, followed by three Education subjects at university level—earning an Associate of Education (AEd).

Bill worked at many one teacher primary schools in country Queensland and, remarkably, he was the only primary teacher of his three children, Graeme, Margaret and Marion. Both Graeme and Margaret went on to become teachers.

Teacher preparation in the 1960s and 1970s

Reflecting on her teacher preparation during the 1960s and 1970s, Margaret says it centred around developing subject-specific knowledge and skills.

‘Practicum work was limited and initially conducted in primary schools even though we were training to be secondary school teachers. It wasn’t until my second year that practicums were conducted in secondary school. These comprised weekly visits as well as two “blocks” to a secondary school.’

Upon completion of her Certificate of Teaching, Margaret went on to teach at Ayr State High School and also undertook a two-year Diploma of Teaching.

‘Done externally and on a part-time basis, you had to complete the Diploma of Teaching if you were to be considered equivalent to three-year trained teachers,’ she says ‘I then had to do a further eight semesters to gain my Bachelor of Education as four-year training came in just as I completed by diploma.’

‘Teachers undertaking diploma or degree studies had the benefit of hindsight so were better able to identify their learning needs and select subjects accordingly,’ says Margaret.

Teacher quality was measured by school inspectors who also determined whether or not a teacher would be promoted, quite a change to today’s panel processes.

‘There was also very close supervision from principals, particularly in primary school, with all teachers required to submit lesson plans every week,’ says Margaret, ‘Senior teachers also had a significant role in maintaining teacher standards through close supervision within their subject area.’

Teacher preparation today

Margaret is now retired but remains closely connected to the profession as an Academic Liaison Lecturer at QUT and through her niece, Renee Staines, also a teacher.

Providing the interface between universities, schools, pre-service teachers and their supervising teachers, Margaret supervises the field experiences and internships (practicums) of primary and secondary Bachelor of Education students and Graduate Diploma of Education students.

‘I find my role interesting as I am able to draw upon my experience and provide useful insights and support,’ says Margaret.

Renee who is a general primary teacher for years 6 and 7 in the mining town of Blackwater in Central Queensland, earned her teaching qualification at Griffith University in 1999 following a four year Bachelor degree.

‘Practicums were conducted in my second year and took the form of a 10-day observation each semester. These built up to practicums held once a week in addition to four week blocks in my third year with three blocks all up,’ said Renee.

‘While I found the practical side of my training particularly worthwhile, most of my learning has taken place on the job and I find myself on a continuous learning cycle.’

Margaret reflects, ‘Teacher training has evolved. It has become more professional, academic and ongoing. While, in the 1890s teacher training was all on the job, today there is a mix of academic studies, professional experience and a growing sense of being part of the profession.’

‘It will be interesting to see if any members of the next generation of the Hall family go on to be teachers … I’d say so,’ concluded Margaret.

University of Melbourne Vice Chancellor Glynn Davis in his 2007 Australia Day speech talked about teachers as Australia’s unsung heroes. This family through four generations are those heroes.

Teaching Australia—Australian Institute of Teaching and School Leadership, through the creation of national professional standards and a charter for the teaching profession, is working to develop and continue a sense of belonging, defining a common purpose and professionalism for Australia’s teachers.

For more information on Teaching Australia go to www.teachingaustralia.edu.au

Monique Gonczarek is communications officer at Teaching Australia.

The author owns the copyright in this article. For information related to the reuse of this work in any form please contact the publisher denise.quinn@curriculum.edu.au