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Teachers

NARROWER TERMS


Report

Teacher workforce: fiction vs fact

Australia’s education outcomes have deteriorated, despite increased spending on teachers and policies to increase the quantity and quality of teachers. This paper challenges several persistent assumptions about the quantity and quality of the teacher workforce and identifies areas of concern supported by data and evidence.
Report

Next steps: report of the Quality Initial Teacher Education Review

This is the final report of the Quality Initial Teacher Education Review, which examined the issues surrounding attracting and selecting high-quality candidates into the teaching profession, and how to prepare initial teacher education (ITE) students to be effective teachers.
Report

Teachers’ and principals’ application of positive psychology strategies: impacts on wellbeing, professional practice and student learning

This report presents the findings of a novel Australian study whereby Australian teachers’ and principals’ used four positive psychology strategies in their daily professional practice.
Report

Making time for great teaching: how better government policy can help

Great teaching transforms students’ lives. But preparing for great teaching takes time. This report recommends that governments adopt three directions for reform.
Report

Failing to teach the teacher: an analysis of mathematics Initial Teacher Education

Policy-makers have increasingly looked to improvements in Initial Teacher Education (ITE) as key to overcoming declining education outcomes. The analysis in this paper validates this concern and places a specific lens on ITE for beginning mathematics teachers.
Discussion paper

Quality Initial Teacher Education Review 2021: discussion paper

This discussion paper provides an overview of the current state of Initial Teacher Education (ITE) in Australia, providing evidence on two key questions that form the scope of the review: how best to attract and select high-quality candidates into ITE and how best to prepare...
Book

Building better schools with evidence-based policy

This book is relevant to every person who works in a school. Users of this book can be assured that each policy has been carefully formulated from the current understandings of best practice. This is a practical innovation, and an example of how schools can...
Briefing paper

NSW Public schools to 2031: impact of enrolment growth on demand for teachers

This briefing paper, commissioned by the NSW Teachers Federation, examines the impact of enrolment growth on the future demand for teachers in the NSW public school system.
Report

Research and evidence use in Australian schools: early insights from educators

This summary draws on quantitative findings from the Q Project's first survey of educators, which was administered online to teachers and school leaders between March - September, 2020. In total, 492 practitioners from 414 schools across four Australian states completed the survey: New South Wales...
Report

Report of Valuing the Teaching Profession - an independent inquiry

In early 2020, the NSW Teachers Federation resolved to commission an independent inquiry into the state of the teaching profession in the public schools of NSW and the significant changes that have affected the profession since 2004. This report outlines the inquiry's findings.
Report

How to raise the status of teachers using digitally mediated social innovation

Teachers are critical to achieving sustainable economic prosperity through their role in disseminating knowledge and moulding future generations of critical and creative thinkers. Yet in Australia, teaching as a career path is waning in both its attractiveness and status. The overarching research question explored in...
Report

Teaching writing in secondary English in the NAPLAN era

This report presents findings from research investigating the writing pedagogies, beliefs and practices of English teachers in the context of a decade of Australia's NAPLAN testing, where writing has been consistently identified as problematic in secondary schools.
Briefing paper

Give teachers a say: facing the challenge of teachers’ work-related stress in the COVID-19 crisis

Throughout the world, teachers and schools are responding to one of the greatest disruptions to education systems in living memory. This brief uses data collected before the COVID-19 crisis to answer two questions: How are teachers' stress and job satisfaction related to their willingness to...
Report

The career paths and employment transitions of early childhood education workers

This report analyses the career paths and labour market outcomes of the early childhood education (ECE) workforce. Several data sources are used to complement and cross-check each other.
Discussion paper

Indigenous cultural competency in the Australian teaching workforce

This paper aims to facilitate a re-imagining of how Aboriginal and Torres Strait Islander peoples’ cultures, identities and histories are reflected and understood in Australian classrooms. The ultimate goal is to improve how Australian education systems embrace the development of a culturally competent teaching workforce...
Fact sheet

Teacher wellbeing and COVID-19: CSI response for teachers and schools

The health and safety of teachers and their families must be a priority, as they try and balance the different demands at work and home. This fact sheet explores the importance of recognition, acknowledgement and support during the COVID-19 pandemic.
Report

Towards a thriving digital resource ecology with teachers

This scoping and co-design research project establishes how teachers in Victorian government schools and key stakeholders engage with digital educational resources primarily in teaching and learning and, to a lesser extent, in professional learning contexts.
Working paper

Parents’ responses to teacher qualifications

This paper investigates the determinants of parents’ investment in their children by analyzing parental investment change when their children are assigned to more qualified teachers.
Report

Teacher wellbeing: Its effects on teaching practice and student learning

This research took a qualitative phenomenological approach to explore teachers’ experiences of consciously using positive psychology strategies. Findings reveal that when teachers intentionally use PERMA positive psychology strategies that they report flow on effects to their own wellbeing, teaching practice and to students’ learning.
Report

Secondary schools in 2018: findings from the NZCER national survey

Every three years since 2003, the New Zealand Council for Educational Research (NZCER) has undertaken a national survey of secondary schools. The latest survey shows that schools feel under pressure to meet the increasingly complex needs of students, including mental health issues.