Bachelor of Education: inherent requirements

In professional experiences, pre-service teachers are expected to:

• Locate appropriate and relevant information (APST 2.1, 2.2).
• Integrate, reflect on and implement theoretical knowledge to differentiate teaching practice (APST 1.2, 1.5).
• Interpret and apply data, measurements and numerical criteria in a range of contexts (APST 3.6, 5.4, 5.5).
• Synthesise and interpret information and data to make and implement decisions and respond to children and young people demands (APST 3.6, 5.1, 5.3, 5.4).
• Communicate complex ideas effectively to a range of people including children and young people, and colleagues (APST 3.5, 6.3, 7.3).
• Conceptualise, integrate, process, interpret and implement knowledge and information to perform teaching tasks in a timely manner (APST 2.1, 2.2, 3.2, 3.4, 3.6).

Learning environments are complex with teachers required to process a wide range of information and make effective decisions regularly in supporting children and young people’s outcomes and creating and maintaining positive learning envrionments.

Teachers draw upon a comprehensive theoretical base to interpret and analyse educational settings and adjust their professional practice to ensure the safety and wellbeing of all learners. The ability to process significant amounts of information and make quick decisions is an essential part of professional teaching practice.

Teachers are required to demonstrate the ability to make quick and independent decisions in educational settings. Adjustments can provide support to pre-service teachers to consolidate foundational knowledge and develop mechanisms (e.g. notebooks, memory aides) for recall and processing of information.

In professional experiences, pre-service teachers are expected to:

• Speak in front of small and large groups of children, young people and colleagues (APST 3.5).
• Provide clear instructions and presentations of ideas to individuals and larger groups (APST 4.2).
• Use verbal language in a range of different social situations with adults and children (APST 7.3).
• Recognise, interpret and respond appropriately to behavioural clues and gestures to ensure proper behaviour management and safety.
• Demonstrate sensitivity in communicating with children and young people from diverse backgrounds (APST 1.3, 1.6).
• Construct and produce a range of written texts using correct conventions of spelling and grammar (APST 2.3).
• Communicate to children and young people with clarity and in an appropriate manner (APST 3.5).

Communication is fundamental to the educational process. Verbal communication is the primary medium of communication in an educational setting. Timely, accurate, clear and effective delivery of information provides clear instruction and initiation of learning. Adequate verbal communication is essential in developing and maintaining effective relationships with all educational stakeholders.

Written communication, such as providing feedback to children or parents, is an essential component of professional practice and is a key form of communication with a range of key stakeholders.

Empathy and active listening are required in diverse social and linguistic contexts. In order to build rapport in work and professional relationships, the ability to observe and understand non-verbal cues is essential.

The ability to maintain consistent and appropriate facial expressions and eye contact (where appropriate), promotes the trust and respect necessary for good interpersonal relationships.

Safe and effective teaching practice requires the capacity to observe, interpret and respond appropriately to non-verbal communication, particularly in situations where children may not be able to verbalise distress, discomfort or fear.

In professional experience, pre-service teachers must be able to demonstrate effective communication with children and young people and parents/carers and colleagues as part of a teaching team and educational site. It is expected that a pre-service teacher, who has not previously studied in a recognised English-speaking country, can demonstrate competence in English at a level equivalent to IELTS 6.5.

Prior to the final professional experience placement pre-service teachers will be required to successfully complete the National Literacy and Numeracy Test for Initial Teacher Education Pre-service teachers and will be required to meet the English proficiency standards for the Queensland College of Teachers (see the Queensland College of Teachers website for further information).

Support can be provided to pre-service teachers from non-English speaking backgrounds to improve their communication prior to professional experience. Pre-service teachers may employ tools and supports to ensure effective communication, such as dictionaries where appropriate, provided such tools do not interfere with the safe and independent management of the learning environment.

In professional experiences, pre-service teachers are expected to:

• Observe behaviours and contribute to social and behavioural assessments (APST 4.1).
• Monitor children and young people’s behaviour, well-being and safety (APST 4.2).
• Provide safe supervision of children and young people in a variety of educational and community settings (APST 4.4).
• Manipulate a range of education resources and equipment effectively and safely (APST 3.4, 4.2).
• Communicate empathetically through active listening with children, young people, colleagues and parents (APST 3.5, 6.3, 7.3).

Observation, evaluation and responding to a range of situations in a variety of contexts is fundamental to effective, independent and safe teaching practice. Pre-service teachers are expected to manage a range of behaviours within learning environments, in school grounds, and learning environments outside the school (e.g. excursions or sporting events) ensuring compliance, engagement, safety and well-being.

Often one teacher will be responsible for the safe management of large numbers of children and young people. It is therefore necessary for pre-service teachers to have sufficient ability to be able to monitor and respond to these situations.

In professional experience, pre-service teachers are expected to demonstrate the full range of tasks and skills appropriate for a graduate teacher. This includes the independent and safe management of classrooms and educational settings.

Pre-service teachers may utilise a range of hearing and visual supports (e.g. hearing aids, text enlargement, familiarisation with a school or learning environment setting); however, these supports and strategies must be consistent and not compromise care or safety.

In professional experiences, pre-service teachers are expected to:

• Manipulate equipment and resources within learning environments (APST 3.4).
• Support children and young people to establish orderly and workable routines (APST 4.2, 4.3).
• Grasp, press, push, turn, squeeze and manipulate various objects such as safety equipment (where appropriate) (APST 3.4, 4.4).
• Use computer equipment effectively and efficiently (APST 4.5).
• Demonstrate and perform physical tasks and routines as suitable to the learning environment, such as lifting young children or engaging in learning tasks on the floor (APST 3.3).

Motor skills are important for teachers to perform, coordinate and prioritise education and care.

The demands for motor skills may vary between discipline areas with pre-service teachers specialising in science subjects having a greater reliance on fine motor skills, while pre-service teachers specialising in physical education and health may have a greater reliance on gross motor skills.

Pre-service teachers can be supported in making informed decisions about the appropriate areas of study. Pre-service teachers may use supports and tools, such as medical technologies, in undertaking professional practice, provided such do not interfere in the provision of care or ensuring safety.

Pre-service teachers must be able to demonstrate sustained and consistent professional practice, which normally requires the capacity to complete a minimum full-day of professional practice to five weeks full-time professional practice.

In professional experiences, pre-service teachers are expected to:

• Work effectively with colleagues and as part of a teaching team (APST 6.3).
• Engage productively in seeking, giving and receiving constructive feedback on professional practice (APST 6.3).
• Interact with children and young people, parents and carers, colleagues and school leadership teams in a professional manner (APST 7.1, 7.3).
• Adhere to legislative requirements, ethical guidelines and workplace policies (APST 7.1, 7.2).
• Manage emotions effectively when working with children and young people (APST 4.3).
• Demonstrate personal insight and ability to reflect on the impact of personal and professional behaviour (APST 6.2).
• Manage uncertainties and adapt to change.
• Work productively and supportively with children and young people from diverse cultural and linguistic backgrounds (APST 2.4, 3.7, 4.1).

Teaching practice often occurs in unpredictable and complex environments, where the teacher is viewed as the benchmark of acceptable behaviour and conduct, including emotional self-regulation. Therefore, pre-service teachers must be able to demonstrate their ability to be able to manage complex and stressful situations, applying objective and professional management of emergent issues.

Further, teachers are expected to be able to work with a range of stakeholders (children, parents, colleagues, school leaders) from diverse backgrounds appropriately and sensitively in a variety of contexts.

Supports can be provided to pre-service teachers to manage stress and emotions across professional experience placements including access to university counselling and psychological services.