Registration and Professional Teaching Standards for a Futures-Oriented Profession

Author: Dr Susanne Owen, University of South Australia and the Teachers Registration Board of South Australia
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Abstract

The focus on teacher status and professionalism reflects a transformative perspective away from teachers as mere technicians. Increasingly the work of teachers involves a socially critical process of nurturing learners towards actively shaping their future in an increasingly complex and global context. Like other professions with their ex

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The focus on teacher status and professionalism reflects a transformative perspective away from teachers as mere technicians. Increasingly the work of teachers involves a socially critical process of nurturing learners towards actively shaping their future in an increasingly complex and global context.

Like other professions with their expert knowledge, skills and underlying values, professional teaching standards and continuous professional learning are essential to ensure that the profession is fully prepared to meet the demands facing students and teachers of an increasingly uncertain future.

In Australia, many subject associations, employers, Teaching Australia and registration boards are collaborating with their members to establish relevant standards and professional learning frameworks for their organisations within the MCEETYA national standards.

This paper will outline some of the challenges from a registration perspective in consultatively establishing professional teaching standards to represent the voice of the South Australian profession within the legislative context of the Teachers Registration and Standards Act 2004.