TY - JOUR
T1 - Benefits and Challenges with the Modular Model of Teacher Certification in Australia: Listening to Teachers’ Voices
AU - BROWN, Bernard
AU - Nethsinghe , Rohan
N1 - Bernard Brown
Bernard is a senior lecturer in Education at the University of Canberra. His PhD was focused on digital technologies policies designed for Australian schools and the ethical implications of these policies. Bernard has a number of published articles in journals and book chapters. He is currently working on further research in the area of education policy and the impacts of Covid-19 on local schools. He is also the lead researcher on a major funded project aimed at increasing leadership capacity in local secondary schools (2022-2023). Bernard’s primary research interests are in education policy, leadership, the philosophy of education and international comparative education.
Rohan Nethsinghe
Rohan is an experienced music educator, composer, musician/community artist with more than thirty years of experience in international contexts. As a phenomenological researcher his current work focuses on multicultural and authentic music teaching and learning, creative arts education, arts integration, and STeAM education; informal education and community learning (engagement in Creative Arts for improving wellbeing), applied learning, lifelong learning and global Work Integrated Learning (WIL) for pre-service teachers.
PY - 2025/4/1
Y1 - 2025/4/1
N2 - This paper examines teachers’ views about the Highly Accomplished and Lead Teacher (HALT) Certification 2.0 Modular Model (CMM 2.0). The research reveals teachers’ voices and agency in relation to HALT certification. Participants in this study included HALT certified teachers, current HALT participants, and prospective participants. The semi-structured interviews conducted provide insights into the benefits and challenges associated with the CMM 2.0. Thematic coding and systematic analysis were applied to the data to arrive at the key findings. The research revealed that teachers believed that the modular approach was advantageous as it was flexible and provided professional recognition and development. Issues identified by the participants were the time, cost and workload involved, and the role of leadership and peer collaboration in certification. This study makes a contribution to knowledge about the nature and benefits of a modular approach, which can inform the design and implementation of certification in Australia and internationally.
AB - This paper examines teachers’ views about the Highly Accomplished and Lead Teacher (HALT) Certification 2.0 Modular Model (CMM 2.0). The research reveals teachers’ voices and agency in relation to HALT certification. Participants in this study included HALT certified teachers, current HALT participants, and prospective participants. The semi-structured interviews conducted provide insights into the benefits and challenges associated with the CMM 2.0. Thematic coding and systematic analysis were applied to the data to arrive at the key findings. The research revealed that teachers believed that the modular approach was advantageous as it was flexible and provided professional recognition and development. Issues identified by the participants were the time, cost and workload involved, and the role of leadership and peer collaboration in certification. This study makes a contribution to knowledge about the nature and benefits of a modular approach, which can inform the design and implementation of certification in Australia and internationally.
KW - teacher Certification
KW - teacher voice
KW - teacher professional development
KW - Highly Accomplished and Lead teachers
U2 - 10.14221/1835-517X.6682
DO - 10.14221/1835-517X.6682
M3 - Article
SN - 0313-5373
VL - 50
SP - 1
EP - 19
JO - Australian Journal of Teacher Education
JF - Australian Journal of Teacher Education
IS - 1
M1 - 7
ER -
SDG 4 Quality Education