Changes to the literacy and numeracy standards for new teachers in Victoria have raised questions about what makes a ‘good’ teacher.
Articles on Teacher education
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Many new teachers leave the profession after only five years. Here are six steps schools can take to better support new teachers.
Some universities accept students into their teaching degree programs with an ATAR as low as 35. Do we need to raise the bar, or are other factors more important than a high ATAR for teachers?
Australia’s decline in PISA rankings and criticisms of NAPLAN tell us we should also be looking at how we assess teacher quality.
There’s been a drop in the number of people enrolling in teacher preparation courses. This is due to problems such as pay, professional autonomy, and a national obsession with standardised testing.
Labor’s pledge injects much-needed funds into education research, but it problematically evokes a biomedical model of research and teaching practice.
Gathering data and testing teachers’ knowledge allows researchers to develop scientifically-grounded advice for teacher education institutions.
The Conversation asked eight authors from across its sections to tell us about their favourite podcasts – and why you should tune in.
Many people look down on foundation phase teachers, believing it requires little training or expertise. This couldn’t be further from the truth.
Primary school children who belong to ethnic minorities are especially vulnerable to dropping out of school early. If teachers were better equipped to deal with multiculturalism, this could change.
If researchers pose the right questions about transformation, this can lead to better answers, stronger policies and, ultimately, real change.
On the occasion of World Teacher’s Day, on Oct. 5, a scholar explains why borrowing teacher quality models from high-scoring countries such as Finland, South Korea or Singapore is not effective.
There is little evidence that external inspections and evaluation measures produce better teachers.
We have an oversupply of teachers, a lack of specialist teachers and an undervalued profession.
We need a major revamp of teacher education from the inside out that changes the model to provide all children with the education that is right for them.
The ESSA, or the Every Child Succeeds Act, was considered to be a welcome replacement of the No Child Left Behind law. However, scholars point to some disturbing provisions in the new law.
The first year at work is the toughest for novice teachers. Induction, guided by more experienced teachers, has proved an effective solution all over the world.
Christopher Pyne’s policies in the education portfolio were underpinned by liberal values of the free market, autonomy and education as a private commodity.
What if instead of dismissing wrong answers as a sign of failure, maths teachers tried to understand how their pupils came to that answer and then guided them in the right direction?
Who is best placed to shape university teachers who are more than just technically proficient? The answer lies in academic development.
Top contributors
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Laureate Professor of Education, Director Teachers and Teaching Research Centre, University of Newcastle
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Professor, Southern Cross University
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Dean of Education, The University of Melbourne
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Professor, Griffith Institute for Educational Research, Griffith University, Griffith University
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School Education Program Director, Grattan Institute
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Professor, Leadership and School Transformation, School of Education, University of Newcastle, University of Newcastle
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Assistant Professor, Education, Mount Saint Vincent University
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Director of Sheffield Institute of Education and Professor of Education, Sheffield Hallam University
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Professor of Education and Mathematics Education, University of the Witwatersrand
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Professor & Head, School of Science & Mathematics, Mauritius Institute of Education
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Senior lecturer, Centre for Higher Education Research, Teaching and Learning, Rhodes University
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Professor of Education, Penn State
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Professor, Melbourne Graduate School of Education, The University of Melbourne
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Professor and Chair, Psychology in Education Research Centre, University of York
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Emeritus Professor, Faculty of Education, Stellenbosch University