Towards evaluating the impact of employment-based programs in Australian initial teacher education

Australia has growing numbers of initial teacher education (ITE) programs which include inbuilt, school-based employment during candidature [i.e. employment-based ITE]. In these, Alternative Authorisation to Teach (AAT) is often used to allow ITE students to teach, offering sectors and schools an attractive solution to widespread teacher shortages. This article examined data relating to currently available Australian employment-based ITE programs. Document analysis was undertaken using academic research, program and government websites, reports, and press releases. Thematic analysis was used to establish variation among programs’ main drivers, targeted cohorts, conditions, funding, and incentives, with literature synthesis conducted relating to program evaluation. Equity goals appeared prioritised, with recruitment strategies often focusing on attracting diverse people into teaching. Substantial government and philanthropic funds were committed to these programs, but with limited transparency around expenditure. Diverse program structures and participant incentives were identified, with research yet to establish what works best and for whom. While three programs published data about professional retention and two shared principal perceptions of ITE candidate effectiveness, research generally focused on ITE students’ perspectives. Longitudinal research is needed to explore the impacts these programs have on schools, their students’ learning, ITE candidates’ professional formation, and teacher supply and retention.