Addressing Teacher Wellbeing in Australia: Challenges and Imperatives for Initial Teacher Education

• In Event: Repairing the Educational Landscape: Equipping Teachers to Promote Student Well-Being for Democratic and Flourishing Societies

Abstract

Objective: What role, if any, does initial teacher education renewal play in preparing teachers to support societal wellbeing? The aim of this paper is to analyse the effectiveness of current Australian Initial Teacher Education (ITE) programs in fostering both teacher and student wellbeing. Specifically, we seek to understand the scope and content of wellbeing-related components within these programs and evaluate whether they equip future teachers with the necessary skills and knowledge to manage their own wellbeing and support the wellbeing of their students. By examining how ITE programs can address and remedy the complex challenges facing contemporary education systems, this study contributes to the democratic renewal and equitable improvement of public education.

Theoretical Framework: Grounded in the global focus on teacher wellbeing and the need to improve wellbeing support within ITE programs (White, 2023), this paper highlights the importance of equipping future educators with the knowledge and skills to maintain their wellbeing and foster student wellbeing. This aligns with John Dewey’s assertion that ‘Democracy has to be born anew every generation, and education is its midwife’ (Dewey, 1916), emphasising the role of education in nurturing democratic ideals. Our theoretical framework draws on Bronfenbrenner's ecological systems theory, wellbeing research, educational psychology, and the principles of democratic education, advocating for a holistic approach to teacher preparation.

Methods: A desktop review methodology examines the current state of wellbeing education in Australian ITE programs. This involves a comprehensive analysis of policy documents, program outlines, and relevant research literature. The review focuses on identifying the presence and depth of wellbeing-related content, the pedagogical approaches used, and the extent to which these programs address both teacher and student wellbeing.

Data Sources: The data sources include an in-depth focus on accessible documents from ITE programs at a convenient sample of three Australian universities, reports from the Australian Institute for Teaching and School Leadership (AITSL, 2016a) on teacher standards and pre-service teacher (PST) completion rates, and existing research on teacher and student wellbeing challenges in schools (Australian Government, 2023; DESE, 2022). These sources provide a rich foundation for understanding the current landscape and identifying gaps in wellbeing education within ITE programs.

Results and Substantiated Conclusions: The review reveals that while ITE programs include health education components related to pedagogy and student wellbeing, few explicitly address teacher stress and wellbeing. Despite aiming to equip PSTs with the knowledge and skills to meet Australian Professional Standards for Teachers (AITSL, 2016b), the high PST attrition rate (49%) suggests a lack of preparedness, potentially linked to insufficient training in self-awareness and wellbeing management (AITSL, 2016a; White, 2023). The analysis highlights the need for further research on integrating comprehensive wellbeing preparation within Australian ITE programs.

Scholarly Significance: This study identifies a gap in Australian ITE programs regarding teacher wellbeing education. Further research on integrating wellbeing preparation can ensure future teachers are equipped to support student wellbeing while maintaining their own. This can ultimately improve teacher retention and student academic success and wellbeing.

Author

• Wayne Cotton, University of Sydney