While investing more money could play a hand in improving Ontario’s special education, improvements should begin with a critical look at teacher training.
Articles on Teacher education
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AI policy guiding university learning and teacher education must address how technology changes the social and emotional conditions of teaching and learning.
We are trading one problem — not enough teachers — for another and much deeper problem: lesser qualified teachers.
Interviews with people studying to become teachers in Ontario point to the need for systemic changes in schools to better reflect cultural and religious diversity.
A valuable resource for teacher candidates and current teachers about Fetal Alcohol Spectrum Disorder is the Canada FASD Research Network.
Teachers should be able to work well in different contexts.
Internationally educated and experienced teachers are not a problem to be fixed — they are part of the solution to a system under strain.
AI is transforming classrooms, yet most learning is informal. Teacher education and clear policies are vital to ensure AI supports equity, trust and pedagogy.
Rustout can occur when there is a misalignment between professional aspirations and job demands.
Research shows students often start primary school feeling optimistic about maths. This can decline as students progress through school and continue into adulthood.
This week, parents in New South Wales expressed frustration about the number of pupil-free days.
An ‘apprenticeship’ system would undermine teaching’s role as a profession, and separate trainees from the evolving research and knowledge that university-based training provides.
Professional learning communities are a space for teachers to discuss their teaching methods and their immediate realities.
Bilingual education can improve learning outcomes but it’s important to consider local context.
Australia’s teachers are predominantly Australian-born, female, and non-Indigenous. Most hail from middle-class backgrounds with urban upbringings, and are less likely to have disabilities.
A new review adopts a now all-too-familiar approach of increasing layers of regulation and telling teacher educators how to do their jobs.
Research shows plenty of people think about becoming teachers. We also know mid-career teachers’ expectations don’t match reality once they make it to the classroom.
Simply setting aside time for collaboration doesn’t always lead to better outcomes for teachers or students. Effective collaboration requires skilful leadership and a common language.
An expert panel has just released a discussion paper on reform in initial teacher education, ahead of a final report in June 2023.
Analysing two major studies, researchers found it did not matter if teachers had less than one year of experience or had spent 25 years in the classroom – they delivered the same quality of teaching.
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