New Teachers Reportedly Ill-Prepared for the Classroom
A recent report by the Education Review Office has highlighted a concerning trend – too many new teachers in New Zealand feel poorly prepared for their jobs. The report, published on Monday, revealed that 60 percent of principals interviewed expressed that their new teachers were not adequately ready for the challenges of the classroom.
The report also pointed out that graduates from certain universities felt better prepared than others, especially those who had undergone courses with more practical experience in the classroom. To address these issues, the report recommended the implementation of an exit exam for graduating teachers, higher entry standards, and a focus on attracting academically gifted students to the teaching profession.
Ruth Shinoda, the head of ERO’s Education Evaluation Centre, expressed concern over the lack of preparedness in key areas among new teachers. She highlighted that a significant number of teachers struggled with managing classroom behavior and felt unprepared to teach certain subjects like science.
The report emphasized the need for teacher education programs to better equip teachers with the necessary knowledge and skills for the classroom, including adapting teaching methods to different students, using assessment effectively, and managing challenging behavior.
Furthermore, the report revealed that teachers who excelled academically in school were more likely to stay in the profession for longer periods. It also noted that Māori teachers felt more prepared to handle classroom behavior and were more likely to remain in their roles.
With half of new primary teachers starting on fixed-term contracts, the report called for greater stability in employment and suggested that the Education Ministry consider guaranteeing employment for newly graduated teachers working towards full registration. The findings of the report underscore the importance of adequately preparing teachers for the demands of the classroom to ensure the success of both educators and students.