More and more cross-cultural understanding is just one of the many standards that initial teacher education providers are required to demonstrate as part of their preparation of Initial Teacher Education (ITE) programs. The professional demands placed on ITE programs suggest that in building their accreditation requirements, different approaches should be made available to their ITE preservice teachers to meets this particular requirement, and each university differs in the way it prepares its Graduate students for this career stage of the National Professional Standards for Teachers (AITSL 2011 a, b, c; 2014; 2016).
The School of Education at Western Sydney University has been providing beginning teachers with the experience to develop lessons which address the Australian curriculum’s Cross Curriculum priority area – Asia and Australia’s engagement with Asia (Australian Curriculum, Assessment and Reporting Authority (ACARA)) since 2001.
Many ITE providers (universities and others) use overseas experiences as opportunities to explore the culture and traditions of a different country (AITSL; 2104). At Western Sydney University, the School of Education’s programs offer, in addition to the cultural aspect of an in country experience, the opportunity to its preservice teachers to teach in their chosen destination country. Providing an overseas opportunity not only builds teacher capacity and intercultural connections, but allows for ITE providers to be flexible and innovative (AITSL 2014) in the ways they prepare their graduate teachers. Our School of Education Overseas Professional Experience Programs (OPEP) has been running for many years, and develops our graduates in unique ways in countries such as Thailand, China, Taiwan, Malaysia. It is also hoping to develop a specialisation with Indonesia, with mathematics teaching being the primary focus.
In Western Sydney schools, pre-service teachers benefit from achieving a greater understanding of diversity: that diversity is required not only to engage learners, but to build upon the funds of knowledge they already bring to classrooms so that learning can be meaningful. These opportunities allow our preservice teachers to reflect on their own cultural assumptions, in their own teaching, in an applied way.
It is important to recognise that countries who are signatories to Southeast Asian Ministers of Education Organization (SEAMEO) are part of a regional intergovernmental organisation established in 1965 among governments of Southeast Asian countries who promote regional cooperation in education, science and culture in the region. The organisation was established on the 30th November 1965 and has 11 Member Countries; 7 Associate Members; and 3 Affiliate Members countries. Over the past fifty two years, SEAMEO has developed 21 centres throughout Southeast Asia, one of them is SEAMEO Regional Centre for Quality Improvement of Teachers and Education Personnel in Mathematics (SEAQiM), which is located in Yogyakarta, Indonesia.
I am working with the Director, Dr Wayhudi and his partner schools to scope out the possibilities for short term placements- specifically with a mathematics focus. Links are also being pursued in cooperation with SEAQiM with Western Sydney University OPEP staff to secure grants to assist our students to participate in these overseas STEM experiences. Specialised teaching and professional development intensives in both science and mathematics have long been a focus in south east Asia.
This future cooperation with SEAQiM has possibilities for improving both primary and secondary teachers in our schools where teachers entering the profession in Western Sydney classrooms often have limited opportunities to develop themselves on a larger scale with mathematics throughout their regular practicums.
I am one of the two Overseas Professional Experience Coordinator’s in the School of Education along with Dr Son Truong, and am currently in Yogyakarta visiting the SEAMEO Regional Centre for Quality Improvement of Teachers and Education personnel in Mathematics (SEAQiM), and am using funds from my the Vice Chancellors Award 2016 to explore and develop additional opportunities in Asia for preservice teachers to undertake additional teaching opportunities in Science, Technology, Engineering and Mathematics (STEM). As part of my role with the School of Education working with the SEAMEO Regional Centre for Quality Improvement of Teachers and Education Personnel in Mathematics, I am striving to develop specific opportunities for our preservice teachers who wish to explore and improve their teaching in Mathematics, Science and English.
The School of Education has a long history of successful Overseas Professional Development in south-east Asia through both the New Colombo Plan Scholarship Program and the Endeavour grants scheme – however this current opportunity hopes to secure funding specifically for preservice teachers wishing to expand their portfolios in maths education. Australian preservice teachers enrolled (or intending to enrol next semester) in units 102075 Professional Practice 3 (PP3) (Secondary) or 101577 Classrooms Without Borders (CWB)(Primary/Early Childhood) will be eligible to participate in this STEM opportunity.
From this relationship it is expected that Western Sydney University students will form relationships with SEAQiM staff, partner school administrators, partner teachers and students, and with officers of the Yogyakarta State Educational Department. The accompanying Western Sydney University staff members will also form professional relationships with these groups as is evident in past joint publications and scholarly activities, and they will also form relationships with visiting academics from other SEAMEO countries (White; 2012).
Community service learning provides opportunities for preservice teachers to work in culturally and linguistically diverse sites and challenge themselves for the variety of sites they may enter into post their professional studies. The units PP3 and CWB are service learning units enabling Western Sydney University students to work in flexible and purposeful contexts that meet the needs of wider educational communities. These opportunities expand preservice teacher’s knowledge and understanding for Australian contexts when teaching their Cross Curricular Priority Area ‘Asia and Australia’ (ACARA, 2012).
The site at Yogyakarta provides a full range of teaching opportunities as well as ample opportunities to collect resources for the preservice teachers to build their own teaching toolkits back in Australia. The cultural sites include but are not limited to: Museum Negri Sonobudoyo, Pagelaran Karaton (Sultan’s Palace), Merapi Volcano Museum, Barabudur Mahayana Buddhist temple, Beringharjo Markets and Malioboro Road and surrounds.
Western Sydney University pathways to teaching and master’s program students are encouraged to visit the School of Education vUWS site for any additional information about tours on offer currently.
Australian Curriculum, Assessment and Reporting Authority (ACARA) (2012). Cross-curriculum priorities. Retrieved Monday, 10 April 2017 from http://www.acara.edu.au/curriculum/cross-curriculum-priorities
Australian Institute of Teaching and School Leadership. (2011a). Accreditation of initial teacher education programs in Australia: Standards and procedures. Carlton South: Education Services Australia.
Australian Institute for Teaching and School Leadership (2011b). National professional standards for teachers. Retrieved Monday, 10 April 2017 from http://www.aitsl.edu.au/docs/default-source/default-document-library/aitsl_national_professional_standards_for_teachers.
Australian Institute of Teaching and School Leadership. (2011c)Accreditation of initial teacher education programs in Australia: Frequently Asked Questions, Standards and Procedures. Retrieved Monday, 10 April 2017 http://www.aitsl.edu.au/docs/default-source/default-document-library/accreditation_of_initial_teacher_education_faq
Australian Institute for Teaching and School Leadership (2014). Early teacher development: Trends and reform directions. Report prepared for the Asia Society’s Global Cities Education Network. Retrieved Monday, 10 April 2017 from http://asiasociety.org/files/gcen-earlyteacherdevelopment.pdf
Australian Institute for Teaching and School Leadership (2016). Initial teacher education: Data report. Retrieved Monday, 10 April 2017 from http://www.aitsl.edu.au/initial-teacher-education/data-report-2016
White, A. L. (2012). Australian pre-service teachers overseas tour : implications for mathematics teaching and learning. (J. Dindyal, L. P. Cheng, & S. F. Ng, Eds.) Mathematics Education: Expanding Horizons : Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia, 2-6 July 2012, Singapore , 769-776. Retrieved from http://math.nie.edu.sg/merga2012/index.aspx
Shirley Gilbert is a lecturer in the School of Education at Western Sydney University, Australia, and is one of the School’s coordinators of overseas professional experiences for the university’s pre-service teachers.