How have the COVID-19 school restrictions affected pre-service teachers and their ability to complete their professional placements while students are learning remotely? We speak to Associate Professor Miriam Tanti, from Australian Catholic University, about how pre-service teachers have used it as an opportunity to develop a unique set of skills, knowledge and undestanding so early in their careers.
Teacher education students are being asked to share what inspired them to study teaching and to consider why their peers may have been deterred away from the profession, in a nationwide survey called Future Teachers Talk.
Why should cognitive load theory be of interest and importance to K-12 teachers? Emeritus Professor John Sweller has been fundamental to the formulation of cognitive load theory, and in this Q&A he outlines the essential components of cognitive load theory for educators.
At the Art Gallery of Ballarat, a group of secondary school students, pre-service teachers and English teachers spend two-and-a-half days writing together in order to encourage creativity and improve students’ writing skills.
In today’s Q&A Geography educator Susan Caldis discusses some of the things she learned throughout her time abroad, how she plans on sharing this information with the wider Geography community, and why she’d recommend an immersive experience to other educators.
Geography educator Susan Caldis has just returned from a two-week professional learning opportunity in Singapore, where she took part in the 2019 Outstanding Educator In Residence program.
Professor Nan Bahr thinks there’s a lot that educators can learn from Winnie the Pooh and his mates. Here, she reflects on the journey of Piglet to illustrate why we need to turn our considerations for teaching upside down to enable us to better address the needs of learners for lifelong resilience and success.
‘A quality education always starts with a great teacher’. In her final column of the year, Julia Gillard shares details of some of the programs aimed at improving the recruitment, training and support of teachers in developing nations.
In a new working paper published by the OECD, results from a survey of teachers conducted in PISA 2015 are presented. Teachers were asked if training in student career guidance and counselling was included in their initial teacher education or in their professional development activities during the last 12 months.
To explore the nature of quality induction and mentoring practices and develop cases of ‘good practice’, the Teachers Registration Board of South Australia conducted a research project. In today’s article Research Analyst Debra Panizzon shares some of the findings.