Despite there being a growing number of qualified early childhood teachers in Australia, demand continues to outpace supply.1,2 In addition to a growing 3- and 4-year-old population, many states are moving towards an increased number of preschool hours that each child can receive in the year/s before they start school. To ensure a sustainable future supply of early childhood teachers, it is crucial to focus on boosting the pipeline of prospective teachers through initial teacher education (ITE), while also working to support the early childhood teacher workforce and maximise teacher retention.
Want to know more? Dive into In Focus: Early Childhood Teachers.
There are 3 types of ITE programs that include an early childhood component (collectively referred to as early childhood/primary programs). These program types differ in the learner levels they prepare people to teach.
The types of ITE programs offered by higher education providers have varied over time in all states and territories. The programs on offer can influence the learner levels ITE students are training to teach. This can impact the composition of the ITE pipeline and future teacher supply.
From 2019 to 2021, the number of students commencing early childhood/primary ITE programs increased.
Figure 1. Early childhood/primary program commencements
In recent years, commencements in birth-12 programs have been more common than birth-5 and birth-8 programs. In 2021, around 43% of commencements in early childhood/primary ITE programs were in birth-12 programs (34% in birth-5, 23% in birth-8).
The larger number of students commencing birth-12 programs may have implications for early childhood teacher supply in future. This is because teachers who are qualified to teach across learner levels can choose to teach in either primary schools or early childhood settings.
Fewer students have been completing early childhood/primary programs since 2018. This reflects a broader pattern across all ITE programs, which have also seen decreases in completions.3
Completion rates have dropped for all program types – this means fewer students who enter the ITE pipeline are making it all the way to the end of their degree and entering the profession.
Figure 2. Early childhood/primary program completions
This may be associated with an increase in students who are studying their programs online, which is linked to lower completion rates. However, many other student and study characteristics covary with the choice to study online. Therefore, while online learning may contribute to a decline in completion rates, it is unlikely to be the sole or primary cause.
Nearly three quarters (74%) of early childhood teachers with a birth-5 qualification report teaching early childhood age learners (3- or 4- year-old learners). One in ten (11%) teach at the foundation learner level (first year of formal schooling prior to Year 1), with the remaining fifth (20%) teaching other primary age learners (Year 1 to 6).
Figure 3. Learner levels taught, by qualification type*
*Figures do not sum to 100% because people can teach across multiple levels
Those who are teaching older learners may have acquired additional primary-level training. They may also be teaching an early childhood learner level in addition to primary age learners. This can occur in schools that combine multiple learner levels in one class due to a shortage of qualified teachers, (or small numbers of preschool-aged children, or both) or due to school philosophy on multi-age classrooms.
Most (74%) early childhood qualified teachers who hold birth-8/ birth-12 qualifications report teaching school age learners – either foundation (27%) or other primary age learners (47%). Around a third (32%) teach early childhood age learners. This suggests teachers with qualifications that cross learner levels are more likely to be teaching school age, rather than early childhood age, learners.
The Australian Teacher Workforce Data (ATWD) is a joint initiative between, and is funded by, all state, territory and Commonwealth governments. It is being implemented by AITSL in partnership with the Australian Government Department of Education, state and territory governments, teacher regulatory authorities and the Australian Institute of Health and Welfare (AIHW); under the auspice of the ATWD Oversight Board.
The Australian Institute for Teaching and School Leadership (AITSL) acknowledges the Traditional Custodians of the lands, sea countries, and waterways from across Australia. We pay our respect to Aboriginal and Torres Strait Islander histories and living cultures; and to Elders past and present.
Copyright © 2024, Australian Institute for Teaching and School Leadership