This report shows the findings of a rapid review of the global literature on immersive simulation for teacher preparation. It finds that immersive and supported digital simulations can create significant positive shifts in trainee teacher skills, knowledge, and self-efficacy.

This paper makes the case that professional development aligned to new standards is key to driving teaching quality at all career stages. The author argues that models of professional learning that more clearly connect research to modelled practices and techniques, with time for practice, have better impacts on student outcomes.

This report draws on data from surveys, focus groups and interviews with a group of science of learning-oriented educators to learn about their experiences, and derive insights about barriers and enablers to the further advancement of the science of learning.

Despite billions of additional experts and concerted efforts at reforming several pillars of the Australian education ecosystem, students’ results continue to plateau. The author of this report argues that Australian education needs to position the science of learning as the foundation for policy and practice.

In this report, the authors argue that the New Zealand Education and Training Act should be amended to enable more than one professional body for the teaching profession to be established.