Developing quality teaching through authentic assessment and school-university partnerships

As part of the Professional Education Initiative, the Australian Centre for Child Protection in 2006 mapped how and when child protection is included in teacher education programs nationally. Analysis of data representing 85% of pre-registration teacher education programs offered across Australia (N= 290 surveys) suggests that the majority provide between 1 to 7 hours of explicit child protection content. The curriculum mapping exercise provides valuable insights into the delivery mode, delivery agents, and the timing and extent of child protection curriculum content. The quality of the teaching or actual content experienced by students together with the impact on their learning and future professional practice, and any associated change in epistemological knowledge and beliefs remains unclear and is the subject of further investigation. This is particularly relevant in light of international studies that suggest that a) integrated approaches in the delivery of child protection content has been linked to students’ misconceptions about the nature and impact of abuse and neglect; and b) that they often express confusion and a lack of confidence in addressing the complex and multifaceted issues associated with adversity and the educational needs of the developing child. Issues confronting higher educators include determining the most effective model for incorporating child protection content and monitoring and evaluating the knowledge base of students in what is perceived an already crowded curriculum. Our paper will further elaborate on these issues and incorporate discussions on the findings from the curriculum mapping exercise. Introduction Adversity is defined as an event or circumstance marked by misfortune, calamity or distress. In adopting this definition, there are few who would argue that a child or young person who is suspected of being, or has been, abused, neglected or otherwise harmed; or whose parents cannot, or are unable to provide adequate care or protection faces adversity. In Australia when a child faces such adversity they, and their families, generally come into contact with the child protection agencies in their relevant State or Territory. Adequately addressing the multitude and magnitude of child protection related issues and meeting the needs of children facing this form of adversity, however, are proving to be significant challenges for present day policy makers, educators and communities in general for several reasons. First, across Australia the number of children living under State care and protection orders from June 1997 to June, 2006 increased from 15,718 to 27,188 representing an increase of 73% (AIHW 2007). Of these children, 76 per cent were of school age (that is, aged 5-17 years). Second, the increase in numbers in turn increases the responsibility of the State, both as guardian and primary provider of compulsory schooling and health care to ensure that these children experience valid opportunities to achieve their full social, emotional and cognitive potential. Third, the burden of this responsibility has been intensified in recent years in light of the poor educational outcomes and negative lifelong experiences reported ç Ð®±1⁄2»»1⁄4·21­ ±o ¬ ̧» îððé ß«­¬®¿ ·́¿2 Ì»¿1⁄2 ̧»® Û1⁄4«1⁄2¿¬·±2 ß­­±1⁄2·¿¬·±2 Ý±2o»®»21⁄2»