- classroom management and behaviour management
- lesson and program preparation
- induction into a real school
- subject expertise
- learning theory
- history of education and pedagogy
- curriculum framework brainwashing (in South Australia it's called SACSA, a social constructivist framework which many experienced teacher despise)
Student teachers vary a lot. Some don't relate or connect very easily to students. Others don't have a strong subject knowledge and make elementary mistakes in maths or whatever when teaching. To correct these problems will take a lot of hard work over more than a year.
Student teachers with a strong subject base who connect readily with the kids and are curious about learning quickly become good teachers.
I don't really have a problem with highly successful students (strong subject expertise) being given a crash course in teaching methods (8 weeks - Teach for Australia - is better than 5 weeks - Teach for America) and then being paired with an experienced mentor (Teach for Australia proposal) when they go out and teach in a disadvantaged school
This seems a reasonable response to real problems:
- the problem of the low and declining subject expertise in many of those who apply to teach
- the problem of hard to staff disadvantaged schools
- mathophobia - some primary teachers can't do grade 5 maths according to one expert
- the long tail of under achievement in Australian schools
- move the initial period of training from the lecture theatre to the classroom
- placing coaches in schools to support teachers
- selecting and developing effective instructional leaders
- enabling teachers to learn from each other
The situation with remote indigenous education in Australia is so bad and so urgent that a quicker, simpler solution ought to be supported --> Teach for Australia. This does not preclude more radical transformations and in fact may help create the conditions to support such transformations.