Donaldson ( 2011 : 27) also sees a need to assess TE students’academic skills and
personal attributes on entry and rigorous“diagnostic assessments of their compe-
tence in both literacy and numeracy”. Menter and Hulme ( 2011 : 392) stress that
these tests should be diagnostic“and not be used to exclude people from entry if
there is evidence that they can become effective teachers.”This would“allow for
weaknesses to be addressed by the student during the course”(2011: 27), rather
than demand students already possess these skills from the outset. Even the
TEMAG report recommends a‘sophisticated’(2014b: 14) approach to entry with
multiple pathways that still maintain high academic and personal standards. Yet, as
noted above, these pathways still need to be only for those who arefit for purpose.
The contradictory messages in these issues are not exclusive to Australia. In
examining the research literature for Donaldson’s review of Scottish TE, Menter
and Hulme (2010) question the efficacy of testing regimes for entry into TE pro-
grams. They note that such tests“are not reliable predictors of teacher quality.
Many dimensions of effective teaching are not reliably predicted by tests of aca-
demic ability...Research on the impact of testing as a means of regulating entry to
the profession is inconclusive”(Menter and Hulme 2010: 26, 27). In spite of this,
Recommendation 5 of the Donaldson report identified the need for“diagnostic
assessments of their [candidates’] competence in both literacy and numeracy”
(Donaldson 2011 : 85). In Donaldson’s terms, the strategy tofixTEisfirst about
getting the“right people in the right numbers”(20).
- Proven approaches to TE are needed
In responding to the diagnosis of inadequate TE programs, there is a notable
degree of commonality in the remedies proposed across the three jurisdictions.
Irrespective of their geographies and philosophical orientations, they all seem to
agree on what TE needs: greater disciplinary depth; the use of proven pedagogical
approaches; more time spent in schools (although the Donaldson Review places less
emphasis on this); and better school-university relations.
35.1.1 Greater Disciplinary Depth
All three reports (in Australia, England and Scotland) argue that pre-service
teachers need to have both in-depth content and pedagogical knowledge. In
Australia, the emphasis is twofold: on providing pre-service teachers with the skills
to more effectively teach literacy and numeracy, particularly at secondary school
level; and developing specialisations among primary teachers, particularly in sci-
ence, mathematics and languages other than English (TEMAG2014b). Among its
priorities, the DfE White Paper includes improvement in the quality of new
“teachers subject knowledge and academic preparation”(DfE 2010 : 20). This is
stated alongside other goals of literacy and numeracy, and strong interpersonal
skills. Notably, England’s White Paper also argues for the professional develop-
ment of existing teachers to update and deepen their content knowledge.
35 The Prevailing Logic of Teacher Education... 527