This publication reports on approaches to building capability and quality in VET teaching, and associated opportunities and challenges. It draws on relevant literature about teaching quality, the content, scope and usage of existing capability frameworks and professional standards, and consultations with key stakeholder groups.
The 10th Biennial International Design and Technology Teacher’s Association Research Conference (DATTArc), previously known as TERC (Technology Education Research Conference) was hosted by Swinburne University of Technology, Hawthorn, 5th to 8th December 2018.
This report should serve as both a starting point for knowledge acquisition, and as a springboard for the teaching profession to engage in debate about the current state and future of AI and emerging technologies in schools.
This paper, commissioned by the NSW Department of Education, addresses the issue of critical thinking, identified in the Australian curriculum as an important capability for the 21st Century. It considers the cognitive science evidence for how it is acquired, and what this means for educators...
‘Life’: learning interactively for engagement – meeting the pedagogical needs of students from refugee backgrounds
This project developed innovative teaching and learning programs designed to meet the particular needs of students from refugee backgrounds to engage with university learning.
Ready for work: stories of innovative vocational education and training for regional and remote Indigenous students at Charles Darwin University
This report provides a series of case studies of Vocational Education and Training (VET) programs at Charles Darwin University (CDU) that are recognised for delivering positive outcomes for regional and remote Indigenous students in the Northern Territory (NT).
This research builds on two earlier CESE publications: High Value-Add schools: Key drivers of school improvement and Six effective practices in high growth schools. These reports identified broad descriptions of which practices make a difference; they did not, however, identify how schools successfully implement these...
Professional learning for 'teacher engagers', facilitators, and co-learners: building skills for changing teacher work roles within significantly innovative schooling contexts
Professional learning within highly innovative educational contexts and focused on school-based teacher professional learning communities (PLCs) is increasingly being utilised in supporting teachers in refining their skills as facilitators and co-learners with their students. While various researchers outline the characteristics of teacher PLCs, there is...