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Y this Generation is ready to teach our children

By Mercurius Goldstein and John Hughes - posted Monday, 26 February 2007

Can't read. Can't spell. Can't think. Don't care.

So goes the prevailing wisdom about Generation Y, those children of the 80s and 90s who are now emerging as finished "products" of Australia's much-maligned yet world-class education system.

To those of us who lived through the Cold War, Vietnam, Thatcherism and Reaganism, it comes as a shock to realise there is now a whole generation of voting-age young adults armed with apprenticeships and university degrees, many of whom were not even born when the Challenger and Chernobyl disasters occurred, and who are too young to remember the fall of the Berlin Wall.


It is fashionable among baby boomers and Generation Xers to deride this upcoming generation as poorly educated, self-involved and undisciplined airheads. Many of us think they are too busy blasting their eardrums with iPods or exchanging text messages to pay any attention to the world around them. Perhaps the boomers and Xers, distracted by aching joints and fading eyesight, have forgotten times when they were on the receiving end of such criticisms (simply replace the iPods with Elvis or Sony Walkmans and the mobile phones with jazz bars or punk rock)?

At the other end of the scale, commentators and politicians have recently raised the opposite spectre: that the generation emerging from today's schools is too socially committed: that a left-leaning curriculum has resulted in a class of brainwashed revolutionaries brandishing Mao's Little Red Book. Caught between two extreme stereotypes - either disengaged and directionless or trainee Che Guevaras - they can't seem to win.

But among all this inter-generational banter there is one pressing question that should concern everybody: any day now Gen Y teachers will be filling our children's and grandchildren's classrooms in large numbers. Are they ready to teach?

As a baby boomer and an Xer who are both closely involved with the teacher education process at the University of Sydney, we believe the answer is an unqualified "yes". At Sydney the results from three separate surveys of hundreds of Generation Y student teachers, undertaken by Dr Jacqueline Manuel, reveals a group of motivated, ambitious professionals who are committed to a long-term teaching career, and who were drawn to teaching by a combination of altruistic and personal factors.

Ten years ago remarkably little was known about why students chose teaching as a career. There is now a wealth of data, and we see the same resounding answers from numerous studies in the UK, USA and Australia.

Overwhelmingly Gen Y students are motivated to teach by a concern for the development of young people and society, and by the satisfying, challenging and rewarding nature of teachers' work - not because of the oft-quoted long holidays.


This explains why, at Sydney University, many students with entrance scores that qualify them for sought-after places and lucrative careers in law, economics or commerce have instead enrolled in teaching degrees. This point is significant, for while a 2006 study by economist Andrew Leigh concluded there has been a long-term decline in the quality of teacher candidates, our own surveys have found Gen Y teachers are 4.5 times more likely than the general populace to appear in the top 10 per cent of matriculation scores.

There are also welcome signs that Generation Y considers teaching to be a serious, long-term career. Teaching was the first choice for over two-thirds of those enrolled, and among the group for whom teaching was not the first choice, their first choice indicated a high degree of ambition in law, medicine, sciences, engineering and journalism. Even more encouraging, the majority expect to still be teaching a decade from now. These results counter the stereotype that teaching is a “drop-in drop-out” career for those who have a low degree of professional aspiration.

Interestingly, there was little evidence that salary-driven or performance-based solutions to teacher recruitment will prove effective. Students rated salary among the least important factors in their decision to teach. Although higher teacher salaries are well-deserved (for a host of reasons to do with teachers' dedication and professionalism) many international studies have confirmed that those attracted to the profession by salary increases tend to have the shortest classroom careers.

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This article was based on a forthcoming study by Manuel & Hughes (2007).

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About the Authors

Mercurius Goldstein is Head Teacher at an International School and is retained as a consultant at The University of Sydney as a teacher educator for visiting English language teachers. He is a recipient of the 2007 Outstanding Graduate award from the Australian College of Educators, holding the Bachelor of Education (Hons.1st Class) from The University of Sydney. He teaches Japanese language and ESL. These views are his own.

Dr John Hughes is Associate Dean and Director of Undergraduate Studies in the Faculty of Education and Social Work at the University of Sydney.

Other articles by these Authors

All articles by Mercurius Goldstein
All articles by John Hughes

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