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  • Globalisation and Teacher Movements Into and Out of Multicultural Australia:

    Final Report

    Associate Professor Carol Reid

    (School of Education and Centre for Educational Research, University of Western Sydney)

    Professor Jock Collins

    (School of Finance and Economics, Co-Director Cosmopolitan Civil Societies Research

    Centre, University of Technology, Sydney)

    Professor Michael Singh

    (Centre for Educational Research, University of Western Sydney)

    Global Teachers in Australia 1

    Carol 18th April, 2010

  • About the authors

    Associate Professor Carol Reid has been with the University of Western Sydney since 1991

    in the School of Education and more recently the Centre for Educational Research. Carol is

    a sociologist of education whose research focuses on issues of ethnicity, race and

    education. Associate Professor Reid has a particular interest in the cultural diversity of the

    teaching profession and teachers work and is also well known in the south-west region of

    Sydney for having led a number of projects related to ethnicity, youth, education and social

    exclusion. Carol has been a visiting scholar in Canada and Sweden and has received

    external research grants from the Australian Research Council, Department of Immigration

    and Citizenship and Canadian government.

    Professor Jock Collins has been with the University of Technology, Sydney since 1977.

    Prior to that he was a tutor in the Economics Department, Sydney University. Writing on

    Australian immigration matters since the early 1970s, Jock is the author of two books and

    over 40 articles in international and national journals and edited books. Jock has been a

    consultant to the NSW Ethnic Affairs Commission, the Office of Multicultural Affairs and

    the NSW Department of Treasury. He has received external research grants from the

    Australian Research Council, the Department of Immigration and Citizenship and the

    Canadian Government. He often comments on immigration matters in the media in

    Australia and has an international reputation in the area.

    Professor Michael Singhs research focuses on the role of Australias education and

    training system in strengthening our socio-economic fabric and improving our regional and

    worldly understanding, specifically through addressing workforce development and labour

    shortages. He has published widely and received external funding from a range of bodies

    including the Australian Research Council.

    Global Teachers in Australia 2

  • Acknowledgements The authors of this report would like to thank the following organisations and individuals

    for their help with this project, including time, planning, data collection sites, feedback on

    survey design and construction, feedback on draft report, distribution of information about

    the project and funding to assist with employing invaluable research assistance:

    The Australian Research Council www.arc.gov.au

    New South Wales Teachers Federation www.nswtf.org.au

    Australian Education Union South Australia www.aeusa.asn.au

    New South Wales Department of Education and Training www.det.nsw.gov.edu.au

    South Australian Department of Education and Childrens Services www.decs.sa.gov.au

    Western Australian Department of Training and Workforce Development (formerly

    Western Australian Department of Education, Overseas Qualification Unit)

    http://www.dtwd.wa.gov.au/dtwd/detcms/portal/

    Western Australian Department of Education (Workforce Policy and Coordination Unit)

    http://www.det.wa.edu.au/education/

    Penny Carosi, Amber Flohm, Angelo Gavrielatos, and Mark Goudkamp (NSWTF); Lynn

    Hall and Sam Lisle (AUESA); Annie Hollander and Michael Smith (NSWDET); Cheryl

    Glenie, Susie Hank, Carmen Patterson, Glenys Thompson (SADECS); Andrew Doran and

    Mike Jones (WADTWD); Susan Arrowsmith, Glenis Bray, Claire Williams, Mark

    Dennison, Helen Gerrard, David Hardie, Chris Porter, Catherine Topping and Errol

    dRosario (WADoE, Workforce Policy and Coordination Unit); Paul Andrews (State

    School Teachers Union of Western Australia).

    The following research assistants are also thanked:

    Josina van der Akker, Naome Reid, Wei Guo, Helen Young and Yu (aka Catherine) Zhao.

    Thanks also go to:

    The University of Western Sydney www.uws.edu.au

    The University of Technology, Sydney www.uts.edu.au

    Centre for Educational Research, University of Western Sydney http://www.uws.edu.au/centre_for_educational_research/cer

    Global Teachers in Australia 3

    http://www.arc.gov.au/http://www.nswtf.org.au/http://www.aeusa.asn.au/http://www.det.nsw.gov.edu.au/http://www.decs.sa.gov.au/http://www.dtwd.wa.gov.au/dtwd/detcms/portal/http://www.det.wa.edu.au/education/http://www.uws.edu.au/http://www.uts.edu.au/http://www.uws.edu.au/centre_for_educational_research/cer

  • Global Teachers in Australia 4

    Abbreviations AEU Australian Education Union AEUSA Australian Education Union South Australia CALD Culturally and Linguistically Diverse DEEWR Department of Education, Employment and Workplace Relations DEST Department of Education, Science, and Training DIAC Department of Immigration and Citizenship DIMIA Department of Immigration and Multicultural and Indigenous Affairs ET Emigrant Teacher IELTS International English Language Testing System ISLPR International Second Language Proficiency Ratings IT Immigrant Teacher LOTE Language other than English NESB non-English speaking backgrounds NSW New South Wales NSWDET New South Wales Department of Education and Training NSWTF New South Wales Teachers Federation OECD Organisation for Economic Co-operation and Development OTT Overseas Trained Teacher PEAT Professional English Assessment for Teachers RSMS Regional Sponsorship Migration Scheme SA South Australia SADECS South Australian Department of Education and Childrens Services TOEFL Test of English as a Foreign Language TRT Temporary Relieving Teacher WA Western Australia WACOT Western Australian College of Teaching WADoE Western Australian Department of Education WADTWD - Western Australian Department of Training and Workforce Development UTS University of Technology, Sydney UWS University of Western Sydney

  • About the authors....................................................................................................................2 Acknowledgements.................................................................................................................3 Abbreviations..........................................................................................................................4 Executive Summary ................................................................................................................6 1. Introduction...................................................................................................................17

    1.1 The Background....................................................................................................17 1.2 Current context......................................................................................................20 1.3 The study...............................................................................................................23

    2. Literature Review.........................................................................................................25 2.1 Australian Research ..............................................................................................25 2.2 International Research ..........................................................................................26 2.3 Issues facing immigrant teachers in Australia ......................................................28 2.4 Returned emigrant teachers...................................................................................29

    3. Methodology .................................................................................................................30 3.1 Quantitative methodologies ..................................................................................30 3.2 Qualitative methodologies ....................................................................................31 3.3 Conclusion ............................................................................................................32

    4. New South Wales..........................................................................................................33 4.1 Introduction...........................................................................................................33 4.2 Background ...........................................................................................................33 4.3 Policies and Procedures for Immigrant Teachers in NSW ...................................34 4.4 Results from NSW Fieldwork...............................................................................36

    5. South Australia..............................................................................................................63 5.1 Introduction...........................................................................................................63 5.2 Background ...........................................................................................................63 5.3 Policies and Procedures for Immigrant Teachers in SA .......................................65 5.4 Results from SA Fieldwork ..................................................................................67

    6. Western Australia.....................

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