In recent years, concerns have emerged regarding the content of teacher education programs in universities. The teacher university programs have become overly focused on topics like gender theory, climate activism, and social justice at the expense of practical classroom skills. As a result, many new teachers feel ill-equipped to handle fundamental teaching tasks, such as literacy and classroom management.

One Nation has surveyed teachers over recent months to gauge their opinions and understand their concerns about the classroom. Many were proud of the work they were achieving with students. Still, many echoed the fears of recent polling of university teaching degree students that indoctrination and political activism have overtaken teaching instruction as the primary focus of the university lecture room.

The Current State of Teacher Education

The landscape of teacher education is shifting, with many graduates expressing dissatisfaction with their preparation for the classroom. Approximately one in five teachers have raised concerns about the adequacy of their training. Some even report that their degrees failed to prepare them for the real-world challenges of teaching adequately.

One issue of contention is the inclusion of complex theoretical subjects, such as "postmodernism, existentialism, and reconstructionism," in teacher education programs. While these topics have their merits (in a parallel universe), they do not directly contribute to effective teaching strategies.

The Need for Practical Training

In light of these concerns, there's a growing call for re-emphasising practical training. Aspiring teachers seek more hands-on experience in classroom management, parent-teacher interactions, and catering to diverse student needs.

This shift towards practicality suggests that teacher education programs should include longer, more substantial classroom placements. Additionally, instructors should ideally have recent teaching experience to provide relevant insights and guidance.

Finding a Balance

It's essential to balance theory and practice in teacher education. While theoretical knowledge and awareness of societal issues are valuable, they should not overshadow the core mission of education: providing students with the skills they need to succeed. Teachers should remain neutral on political instruction.

Teacher education programs should strive to equip future educators with a well-rounded skill set encompassing theoretical understanding and practical classroom expertise. By achieving this balance, we can ensure that teachers are well-prepared to teach their students what is needed to communicate, read and calculate.