The Benefits of the Australian Professional Standards for Teachers for Educational Practices in Australia
Discuss about the Higher Education Access & Outcomes For Aboriginal.
The Australian Professional Standards for Teachers has helped in maintaining professionalism in the practices that are undertaken by the teachers in Australia. The regulations have helped in the rapid development of the educational practices. The regulations have also encouraged to maintain an uniformity of the concepts of the educational practices through the identification of the needs of the students through an assessment of their culture and family backgrounds (Aitsl.edu.au. 2018). The identification of the various educational needs of the Aboriginal and Torres islander people in Australia is facilitated through the assessment of part 4 of the Standard 1 in the regulations. Standard 1.4 deals with bringing in changes in the structure of education that is imparted to the Aboriginal students and the manner in which the system aids to the educational needs of the students of the location (Lowe and Yunkaporta 2013). The key responsibilities that I am am required to incorporate as a a pre-service teacher depends on the understanding of the cultures and the backgrounds of the people. It will be helping me to influence the manner in which the curriculum and pedagogy can be set through the identification of the cultures of the people.
The report aims at exploring the different pros and cons that I might face through the implementation of the regulation- The Australian Professional Standards for Teachers and the manner in which it will be helping to bring in modifications in the educational systems of the Aboriginals depending on the assessment of the educational needs of the people in the location. The report also aims at identifying the cultural locations and the diversification of the students based on the varied cultures to develop proper curriculum and pedagogy for facilitating their educational needs.
I was born in Uganda and lived there until I was 12. However, as my father was in a transferrable job profile the whole family had to shift to Australia in the year 1987. It affected my schooling due to the changes in the environments and the curriculum. However, most essentially, I faced challenges based on the racism, which affected my schooling mostly. The language and the accent that is used in the school was not my forte and I had several challenges to keep myself updated to the curriculum.
The oppression that I have faced in my school days has helped me in understanding the issues that are faced by the pupils based on the racism. Therefore, as a pre-service teacher I consider that it is my prime responsibility to understand the needs of the students and bring in social justice to facilitate the proper functioning of the educational systems for satisfying the needs of the students relating to the education that is provided. The understanding of the culture and the mother tongue of the students helps in identifying the issuers that they might face while operation at par with the curriculum. I had English as my second language, which has affected my learning attributes. The different barriers that I faced due to the shifts in the language have affected the educational systems. Therefore, I understand the value of language and the manner in which affects the proper functioning of the educational systems.
The Need for Cultural Diversity and Addressing the Cultural Issues of Aboriginal and Torres Strait Islander Students
The identification of the language needs of the student and the manner in which the language influences the functioning of the education systems is facilitated through the review of the policies proposed by the AITSL 1.4 (Moreton-Robinson et al. 2012). The different needs of the students relating to the language barriers and the manner in which it can be mitigated are the lesson that is learnt by me through the empathetic nature of the teachers. It helps in identifying the issues that are faced by the students while adapting to a new culture. The key aspects of the change in the educational systems are based on the understanding of the various elemental requirements of the students and the manner in which the requirements of the students can be facilitated through the activities taken by me as an educator.
The understanding of the standard has helped me in identifying the various changes that facilitate the student and the manner in which will be helping the student to grab over the culture. AITSL 1.4 has helped me in understanding the different cultures of the students and the actions I must take to develop efficient learning through the identification of their distinctive cultures and languages. The identification of the varied cultures of the student will be helping me understand the issues that they might face while undertaking the educational systems. The proper functioning of the educational systems as per the capabilities of the student and the enumeration of the language that is applicable for the students to understand the topics will be helping me to understand the basic needs of the students in the scenario (Skourdoumbis 2012).
The support of the families and the communities helps in the proper management of the educational systems through the identification of the needs of the students (Kinnane et al. 2014). On the other hand, the consultation with the family members of the students will be helping me to understand the background and the heritage of the student, which will be helping me to assign the proper curriculum for the students. The major aspects of the change that I am required to consider in this scenario is to judge the language in which the students are proficient in and the manner in which the other languages can be introduced in the curriculum without affecting the growth of the pupils.
The educational system must be made flexible to understand the diverse requirements of the Indigenous students which is based on the prioritization of the culture and the assessment of the background to which they belong (Santoro, Reid Mayer and Singh 2012). I must take steps to understand the flaws in the cross-curriculum priorities to influence the intent of bringing in changes in the current educational systems. As an educator, it is my responsibility to adhere to the needs of the students and thereby judge the interposition of the changes in the educational systems (Watterston 2015). On the other hand, I must take steps to design the curriculum, which will be helping me to bring in potential changes in the educational systems. The major aspects of the change that in must undertake is based on the identification of the AITSL 1.4 standards which will be helping me to formulate strategies for rendering education to the indigenous people (Price 2012). The miscommunication and the language barriers have affected the educational systems. To facilitate the needs of the students and thereby bring in changes in the systems of the education, I must take steps to improve the language and promote cross-cultural education I must design the curriculum, which will facilitate the needs of the Indigenous students (Sharma 2012).
The Importance of Understanding Language Barriers and Cultural Issues for Students’ Educational Needs
The policy AITSL has facilitated the understanding of the needs of the students related to the education that they are required to attend (Behrendt et al. 2012). It has helped me in understanding the flaws and the support that I as an educator must provide to the students for the smooth functioning of the educational systems of the region. The policy is based on the unification of the issues and the mitigating factors that will be helping to bring in changes in the educational attributes that are rendered to the pupils (Lynch 2013). The identification of the culture and the language of the students will be helping the teachers to adhere to the educational needs and the tradition to which the student belonged. On the other hand, the support that is given to the students act as an agent of social change relating to the discrimination based on the race, culture or language of the pupils. The major aspects of the change that I will be facilitating through the review of the policy is to outcast the language barriers for enhancing the understanding of the students on the topics. It will be helping to bring in enhancements in the education that is provided to the students as per their needs. The identification of the skills and the practices that are required to be induced in the profession of the teacher is dependent on the assessment of the needs of the students and the issues that they are facing while attaining the education.
Conclusion
Therefore, from the above analysis it can be stated that the Aboriginal and Torres Strait Islander people are facing issues while being educated due to the language and the cultural clashes. However, the AITSL 1.4 has helped in resolving the issues that are faced by the people through the enumeration of the different guidelines for the educators to enhance the educational proposition to the distinctive segment of people. The major aspects of the change that I noticed while examining the prospects of the change, as per the regulations, are based on the understanding of the varied needs of the Indigenous people relating to their educational performance.
References
Aitsl.edu.au. (2018). [online] Available at: https://www.aitsl.edu.au/docs/default-source/apst-resources/australian_professional_standard_for_teachers_final.pdf [Accessed 25 Apr. 2018].
Behrendt, L.Y., Larkin, S., Griew, R. and Kelly, P., 2012. Review of higher education access and outcomes for Aboriginal and Torres Strait Islander people.
Kinnane, S., Wilks, J., Wilson, K., Hughes, T. and Thomas, S., 2014. “Can’t be what you can’t see”: the transition of Aboriginal and Torres Strait Islander students to higher education.
Lowe, K. and Yunkaporta, T., 2013. The inclusion of Aboriginal and Torres Strait Islander content in the Australian National Curriculum: A cultural, cognitive and socio-political evaluation. Curriculum Perspectives, 33(1), pp.1-14.
Lynch, T.J., 2013. Summary report of key findings for the Australian Government: Australian Institute for Teaching and School Leadership (AITSL)-How are primary education health and physical education (HPE) teachers best prepared?. How are primary education health and physical education (HPE) teachers best prepared?.
Moreton-Robinson, A.M., Singh, D., Kolopenuk, J., Robinson, A. and Walter, M., 2012. ” Learning the Lessons? Pre-Service Teacher Preparation for Teaching Aboriginal and Torres Strait Islander Students” A Report prepared for the Division of Indigenous Education and Training Futures–Queensland Department of Education, Training and Employment, Indigenous Studies Research Network, Queensland University of Technology.
Price, K., 2012. A brief history of Aboriginal and Torres Strait Islander education in Australia. Aboriginal and Torres Strait Islander education: An introduction for the teaching profession, pp.1-20.
Santoro, N., Reid, J.A., Mayer, D. and Singh, M., 2012. Producing ‘quality’teachers: the role of teacher professional standards.
Sharma, U., 2012. Changing pre-service teachers’ beliefs to teach in inclusive classrooms in victoria, Australia. Australian Journal of Teacher Education (Online), 37(10), p.53.
Skourdoumbis, A., 2012. Teach for Australia (TFA): can it overcome educational disadvantage?. Asia Pacific journal of education, 32(3), pp.305-315.
Watterston, B., 2015. Environmental Scan: Principal Preparation Programs, prepared for the Australian Institute for Teaching and School Leadership, AITSL, Melbourne. The Australian Institute for Teaching and School Leadership (AITSL) was formed to provide national leadership for the Commonwealth, state and territory governments in promoting excellence in the profession of teaching and school leadership with funding provided by the Australian Government.
Order an Essay Now & Get These Features For Free:
Turnitin Report
Formatting
Title Page
Citation
Outline
