Yup I haven't been contributing because I have been busy failing in all my subjects haha
Growing concern over the declining quality of teaching degrees, and therefore candidates, has escalated in the past year, as calls for changes in ways tertiary institutions select candidates for their courses are put to the spotlight. In response to this, an article published on ‘The Conversation’, ‘Teaching needs to attract better result’ aims to refocus and address the issue of the declining quality of the teaching profession, advising for an establishment of a ‘national teacher education authority’ to maintain national standards within the teaching profession, rather than for surplus funding in tertiary institutions for teacher education.
Immediately within the headline ‘Teaching needs to attract better result’, the author conveys himself/herself directly his view upon the topic in a frank and open manner. However, by introducing the figures such as, “only 42% of teacher education offers were made”, the author seems to be creating a more distant and observational list of facts which premise his analysis, further highlighting his credibility as a professional voice within the article.
This objective and serious tone is maintained, until he asserts his own professional evaluation – “We should not be taken in by those who argue”. This serves to canvas his analysis of the “problem” he paints from the distant figures that have often surfaced in debates surrounding the decline of teaching quality. Readers of ‘The Conversation’ are more likely engaged with the ideas surrounding the topic, therefore, by showing interest and simply outlining where diverging opinions of the topic have come from, the author invites his readership to understand, also, the implications of his own views, portraying himself as logical and honest in his presentation.
Building on from this, his declaration that “It is time to drop the rationalisations” signals to his readers the need to act and respond. Almost a stark contrast to the cold and regimented figures correlating teaching quality with the “significan[t]” decline in the performance of students by international standards, the author actively engages the readers, involving them with his use of the personal pronoun “we”. Similar to his appeals in framing the topic at the beginning - "we should not" in contrast to his call for action - "We should consider"; likewise here, the author is seeking to coerce his readers to adopt his suggested solution to the stated problem following, which he addresses as an urgent and pressing issue being spoken about, yet something of which “ We are not doing enough” to mitigate the growing concern. As the author lists in a straightforward matter, clear and succinct dot points of the criteria on which his proposed ‘national teacher education authority’ would heed, the author distinguishes his own voice to better allow for readers to accept his solutions as professional and trustworthy. Not only that, the author is also addressing a particular group of his readership who may have direct influence in taking his advice to put it into action. As the author strongly elicits within them a sense of duty toward the issue he is also aligning their "primary responsibilities" to enforce these ideas into action. Thus, from a professional point of view, the author positions his readers to view his ideas as contribution toward a much larger picture, which the readers should also try to emulate by following his advice.