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.
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...
Teachers supporting children with an incarcerated parent: a pilot of the impact and applicability of SHINE for Kids' teacher training program - final report
SHINE for Kids have developed and implemented Australia’s first teacher training program to develop the skills, attitudes, knowledge and confidence of teachers to support the education of students with an incarcerated parent. This pilot study represents the first independent evaluation of SHINE for Kids’ teacher...
The early childhood education and care (ECEC) workforce is essential to Australia’s economic and social prosperity. This paper draws on contemporary Australian research, to set out policy proposals for Australian governments to consider in developing and implementing the new national ECEC workforce strategy.
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...
A new career path for expert teachers could transform Australian schools and boost student learning by 18 months by the time they turn 15.
This report brings together all of the available data on initial teacher education (ITE) in Australia. It includes data on ITE students and early career teachers, as well as ITE institutions and programs.
When students are engaged in class, they learn more. It is vital that teachers create the right classroom climate for learning: raising student expectations; developing a rapport with students; establishing routines; challenging students to participate and take risks. These all affect how much their students...
The evaluation found: There is no single best approach to preparing and supporting teachers; the choice of pre-service and/or in-service approaches depends on context-specific needs, and readiness to sustain the approach. DFAT’s experience provides valuable lessons compared to what the literature suggests is ‘good practice’...
The review describes examples from different countries of practices in educational policy and teacher development focused on enhancing teacher quality. It identifies policies that support teacher development as well as the characteristics of effective pre-service teacher education programs and of high-quality professional learning programs for...