A Flood of Raindrops Does Not Nourish the Soil: Mentor Knowledge of the APSTs and its Impact on Supervising Pre-Service Teachers Amidst Growing Teacher Supply Initiatives in Early Childhood Education

Background: Australia is currently facing a critical shortage of early childhood teachers (ECTs). While government initiatives aim to boost the number of teachers, ensuring their competence through high-quality pre-service work integrated learning is essential. However, the lack of research on how supervising teachers understanding of the Australian Professional Standards for Teachers (APST) influences the supervision of pre-service early childhood teachers raises questions about the validity and reliability of placement assessments, and the overall quality of graduating teachers.

Aim: This research explored supervising teachers’ familiarity with the APSTs, evaluated the level of this knowledge in supporting and assessing pre-service teachers, and proposed strategies for enhancing their comprehension of the standards.

Method: A mixed-method approach was employed, collecting and analysing both qualitative and quantitative data through a survey. Participants included qualified Early Childhood Teachers who had supervised pre-service teachers in Wagga in the past year. Invitations to participate were sent to all early childhood and preschool services in Wagga. Ethical approval for the study was obtained from Charles Sturt University’s Human Research Ethics Committee.

Results: The findings revealed that while most ECTs are aware of the APSTs, their confidence in applying them to supervise and assess pre-service teachers varies, with many expressing low to moderate confidence levels.

Conclusions: Despite general awareness of the standards, the practical application in supervising pre-service teachers is inconsistent. This inconsistency raises concerns about the adequacy of assessments against the placement and APST, the alignment of current university work-integrated learning practices with the Australian Institute for Teaching and School Leadership’s (AITSL) Accreditation Standards, and the quality of the increasing number of ECTs through government strategies.

Implications: Enhancing supervising teachers’ knowledge of the APSTs through targeted training and resources will elevate the quality of pre-service early childhood teachers. This approach supports government strategies to increase the number of ECTs, meets the AITSL Accreditation Standards, and aligns with the United Nations Sustainable Development Goal 4.2 for quality early childhood education.

Glossary of Terms: Australian Professional Standards for Teachers (APST), Early Childhood Education and Care, Early Childhood Teacher (ECT), Australian Institute for Teaching and School Leadership (AITSL), Work Integrated Learning.