Summary findings from the report
In 2012, 77.7 per cent of offers made through Tertiary Admissions Centres for undergraduate initial teacher education programs were to applicants who nominated initial teacher education as their highest preference.
In 2012, total initial teacher education commencements (domestic and international) were 30,457, an 8 per cent increase on the previous year.
Sixty-nine per cent of commencing students were mainly studying through an on-campus mode of attendance.
In 2012, 16,650 students completed an initial teacher education program, 59 per cent at the undergraduate level and 41 per cent as a postgraduate qualification.
Forty-three per cent of undergraduate completions were in primary education while 45 per cent of postgraduate completions were in secondary.
4 Basis of admission
In 2012, 40.9 per cent of domestic undergraduate commencing students entered on the basis of their secondary education.
5 Secondary entrants with ATAR
Domestic undergraduate entrants who were admitted on the basis of their secondary education and had an ATAR accounted for 19.5 per cent of the 30,457 students who commenced a teacher education program in 2012.
In 2012, 56 per cent of students entering an initial teacher education program on the basis of their secondary education and with an ATAR had an ATAR between 61 and 80. Thirty-one per cent had an ATAR 81 and over, while 13 per cent had an ATAR 60 and below.
6 First year retention
First year retention rates for initial teacher education domestic undergraduates (80.9 per cent) parallels retention rates for domestic undergraduates in all fields of education (79.9 per cent).
Student and program characteristics can have an impact on the first year retention rates for domestic undergraduate students.
7 Graduate satisfaction
The Staff in Australia’s Schools (SiAS) survey found that both primary and secondary early career teachers perceived their courses particularly helpful in preparing them for ‘developing and teaching a unit of work’ and ‘meeting my professional and ethical responsibilities as a teacher’. The area considered least helpful was ‘teaching Aboriginal and Torres Strait Islander students’ for early career primary teachers and ‘involving parents/guardians in the educative processes' for early career secondary teachers.
Principal responses in the SiAS survey show that both primary and secondary graduates were seen as ‘well prepared’ or ‘very well prepared’ in ‘making effective use of ICT’.
For principals of primary graduates the lowest rating was given to graduates’ preparation in ‘supporting students with disabilities’ while for principals of secondary graduates the lowest rating was ‘dealing with difficult student behaviour'.
Generally teacher education graduates seeking full-time employment have been as successful as bachelor graduates from other fields of education.
Responses to the 2012 Graduate Destinations Survey indicated that 87 per cent of primary graduates, 86 per cent of secondary graduates and 82 per cent of early childhood graduates had found full- and/or part-time employment (in schools and not in schools) within four months of graduation.
Responses to the 2012 Graduate Destinations Survey indicate that 50 per cent of primary graduates, 48 per cent of secondary graduates and 35 per cent of early childhood graduates were employed full-time in schools within four months of graduation.
Fifty-five per cent of primary and 57 per cent of secondary graduates currently employed part-time in schools are seeking full-time employment.