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Membership of national inquiry into teacher education



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MINISTER FOR EDUCATION

PARLIAMENT HOUSE

CANBERRA A.C.T.

46/78 . 26 November 1978

MEMBERSHIP OF NATIONAL INQUIRY INTO TEACHER EDUCATION

The Commonwealth Minister for Education, Senator J L Garrick,

today announced the membership of the National Inquiry into

Teacher Education.

Fourteen part-time members have been appointed under the

chairman, Professor J J Auchmuty, CBE, a former Vice-Chancellor .

of the University of Newcastle.

All State Governments had agreed to co-operate in the Inquiry,

Senator Carriole said, and representatives of State and

Territorial education authorities would consult with the

Committee throughout its investigations.

The inquiry is of major educational importance and is of

significant interest to all families. Its report will do much

to influence the nature of education in the decades ahead.

The first meeting of the Committee would be on 12 December

and the inquiry was expected to continue through most of 1979.

Senator Garrick said the inquiry would focus on the education

of teachers for primary and secondary schools.

The Committee would draw upon the work of the Williams Committee,

the National Inquiry into Education and Training, which is

expected to be completed soon.

The part-time members of the Committee of Inquiry are:

.. , / 2

Mr G Muir

Principal of Kuring-gai College of Advanced Education and a

member of the Executive of the Conference of Principals of

Colleges of Advanced Education.

He was a Principal of.the Wagga Teachers College and Director

of Teacher Education, New South Wales Department of Education.

Dr L W Shears . .

Director-General, Victorian Department of Education.

As survey and planning officer he was responsible for development

of teacher education programs in Victoria, is a former principal

of Burwood Teachers College and was a post-doctoral research

fellow in the,USA.studying teacher education in 1959-60.

He has written a large number of books and articles on teacher

education, More recently he was closely associated with

development of the State College of Victoria.

Professor Betty H Watts

Director, Schonell Educational and Research Centre, University

of Queensland·and deputy chairman of the Queensland Board of '

Teacher Education. Professor Watts has a special interest in

Aboriginal and special education and is editor of The Aboriginal

Child at School. Professor Watts wrote Access to Education:

an evaluation of the evaluation of the Aboriginal Secondary

Grants Scheme.

Dr Claire Pederson

Director, Kingston College of Advanced Education.

She was Professor of Teacher Education in the State University

of California, USA. Her special interest is the education of

young children. She was involved in the American "Head Start"

program for disadvantaged children.

.../5

Mg T W Hogan

Stockbroker, He has been with the firm of James Paterson and

Son since 1961 and has been a partner since 1967.

He is a past chairman of the Perth Stock Exchange, a councillor

with the Perth Chamber of Commerce, branch chairman of the

■Institute of Chartered Secretaries and Administrators, vice­

president of the Economic Society of Australia and New Zealand,

and a member of the Interstate Corporate Affairs Commission.

Mr K. Spaulding " '

Principal Education Officer in the Centre for' Continuing

Education of Teachers, Tasmanian Education Department.

Mr Spaulding has had experience in primary and secondary

teaching. He is a member of the Board of Studies of the

Division of Teacher Education at the Mt Nelson campus of

the Tasmanian College of Advanced Education, and a member

of the College's External Studies Committee.

(The above part-time members were nominated by the State

Ministers for Education).

Mr B Manefield

President New South Wales Teacher's Federation.

He has recently returned from a study overseas where he looked

into aspects of teacher education. He has had extensive

experience of teaching in New South Wales schools.

Mrs C Blalcers

Research Officer for the Australian Council of State School

Organisations.

Mrs Blakers has had substantial teaching experience: she has

taught in secondary schools, TAPE institutions, the Canberra

College of Advanced Education, and the Australian National

University, where she also did research work in education.

.../4 -

- 4 - .

She is a member of the ERDC (Education Research and Development

Committee) Advisory Group on Recurrent Education. She is the.

author of School and Work.

Brother Ambrose Payne f.s.c.

Principal of Catholic College of Education at Castle Hill, N S W .■

He is a member of the NSW Catholic Education Commission and a

member of the National Catholic Education Commission and has

been involved in teacher training since 1965.

Mr M Bishop Ό . Î’ . Ξ . "

Headmaster of the Cranbroolc School, Bellvue Hill, NSW.

Mr Bishop is chairman of the New South Wales Branch of the

Headmasters Conference of the Independent Schools of Australia.

He is past president of the New South Wales Chapter of the

Australian College of Education and a past president of the -

• Science Teachers Association of NSW.

Mrs Natasha McNamara Μ.Î’.Ξ.

A well known member of the South Australian urban Aboriginal

community.

Mrs McNamara has diplomas in both Teaching (technical) and

Business Administration. She lectured for seven years in

Business Studies at the Flinders Street College of Technical

and Further Education.

She was a member of the Aboriginal Consultative Group to the

Schools Commission and a member of the National Aboriginal

Education Committee.

Ms Anna Coveos

language consultant in the Special Services Branch (Ethnic

Affairs) of the Victorian Education Department. Ms Coveos .

has worked as a secondary teacher and also as a language

consultant in the Curriculum Research Branch of the Victorian

Education Department. She is a member of the Executive of

the Modern Greek Teacher's Association and is a Committee

member of the Modern language Teachers' Association.

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Dr H S Houston ' - ·

Chairman, Advanced Education Council of the Tertiary Education

Commission. Dr Houston has had wide experience·in teacher

education in North America, New Zealand and Australia. He has

also taught in schools and educational institutions in the

United Kingdom and Germany. -

Formerly he was assistant-principal of the Canberra College of

Advanced Education. ·

Dr Malcolm Skilbeclc . .

Director, Curriculum Development Centre.

Dr Skilbeck has taught in American and English schools and

in universities. -

Formerly he v/as Professor of Education at the New University

of Ulster, Northern Ireland and was a consultant for OECD.

He is joint author of Culture and the Classroom and In-service

Education and Training of Teachers in Australia.

Professor Auchmuty will be the full-time chairman.

He was vice-chancellor and principal of the University of .

Newcastle, 1965-74, and chairman of the Australian Vice­

Chancellors' Committee, 1969-71.

Professor Auchmuty was chairman of the Commonwealth Advisory

Committee on the Teaching of Asian Languages and Cultures in

1969 and his many activities have included chairmanship of

the Australian National Commission for UNESCO, 1973-77,

chairmanship of the Australian National Committee for

Historical Sciences, 1960-65, and membership of Australian

delegations to two Commonwealth Education Conferences.

His appointment as chairman was announced in July.

The terms of reference for the inquiry are attached.

For further information :L Ken Henrick. Ph (w) 89 7172

\

NATIONAL INQUIRY INTO TEACHER EDUCATION

TERMS OF REFERENCE

The Committee is asked to report on present methods

and procedures in teacher education and to make recommendations

on any changes which might assist in achieving improved teaching

and learning in Australian schools and pre-schools, both

Government and non-Government.

2. The Committee should have regard to the report, when

released, of the Williams Committee of Inquiry into Education

and Training, particularly as it may relate to teacher

education and the roles of teachers. In addition, the

Committee should take into account reviews, research reports

and statements issued from time to time by education bodies.

3. The Committee should take note of the differences

which exist in educational policies, organisation and

pi actices in the States and Territories.

4. The Committee should state its assumptions about

the objectives of education in Australia for the next 25 years

and the education, experience and competencies required of

teachers at various career stages to fulfil the roles perceived

for them.

5. The Committee is to have particular regard to the

following issues:

Selection:

The criteria of selection, such as academic achievements

and personal qualities, for entry to pre-service teacher

education programs, both for school leavers and persons

of mature age.

The provision of opportunities for both sexes.

The implications of bonded and other award schemes. .

.. . / 2

2

Pte-Service Programs .

The aims, content and structure of pre-service teacher

, . · education programs and,the balance between the various

j components of such programs, including:

. the advantages and disadvantages of various types

· of pre-service teacher.education programs

: . the personal education of potential teachers

, . the range and balance of skills required by teachers

* I in various categories

: | . the extent and effectiveness of various forms of

j | teaching practice

. the continuous evaluation of the suitability of students

as teachers

. the development in teachers of high standards of

professional conduct

. community expectations of teachers

/ . the needs of the schools - State, territorial and

non-government - in which teachers are employed

. the needs of children from a range of social and

cultural backgrounds, including those from ethnic

and aboriginal communities

. training in early detection, diagnosis and remediation

of learning difficulties and handicaps.

In-Service Education and Development of Teachers

The nature and provision of in-service education and

training including:

. the induction of new teachers

. professional development, particularly for specialised

and management roles

. the provision of opportunities for teachers to gain

insight and experience in the nature and functioning

of contemporary society.

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3

Teacher Education and Institutions , .

The roles, relationships and responsibilities of various

educational institutions in pre-service arid in-service,

teacher education and re-entry programs including:

. roles of single and multi-purpose institutions

. . responsibilities of schools, education authorities .

and training institutions for the induction of new

teachers .

. selection, in-service education and professional

development of staff engaged in teacher educaLion.

Other Issues

. The relationships between institutions engaged in

teacher education, professional bodies, employing

authorities and the wider community

. the formulation and management of manpower requirements

by employirig authorities and institutions engaged in

teacher education.