Unexceptional students can grow and develop into highly professional teachers: I know I did it

By Neville Jennings

Aspiring teachers will need to meet a raft of new requirements if they want to get a job teaching in NSW public schools from 2019. NSW Education Minister, Rob Stokes, who has criticized universities for accepting students with low ATAR scores into Initial Teacher Education courses, has set the bar high with a new Teacher

Words matter: how the latest school funding report (Gonski 2.0) gets it so wrong

By Melitta Hogarth

Much has been said about David Gonski’s second review of school funding in Australia. It is a document

Teachers are NOT under-qualified and NOT under-educated: here’s what is really happening

By Nan Bahr and Donna Pendergast and Jo-Anne Ferreira

Australian teachers are doing well. They are not under-qualified and they are certainly not under-educated, as some media stories would have you believe. They are doing an admirable job managing exhausting workloads and constantly changing government policies and processes. They are more able than past generations to identify and help students with wide ranging needs.

Data sharing and the challenges facing educational researchers

By Julie McLeod and Kate O’Connor and Nicole Davis

The way educational researchers share their research is changing. Across the world, interest is growing in encouraging researchers

AARE Refugee Statement

The Australian Association for Research in Education (AARE) is deeply concerned about the severe impact and harm being

How digital technologies can change teaching practices (in a good way)

By Aspa Baroutsis

Teachers in Australian schools today are facing increasing pressures to move to more didactic, teacher-centred approaches to teaching.

Artificial Intelligence (AI) in schools: are you ready for it? Let’s talk

By Jane Hunter

Interest in the use of Artificial Intelligence (AI) in schools is growing. More educators are participating in important

#AI

How school principals respond to govt policies on NAPLAN. (Be surprised how some are resisting)

By Dr Amanda Heffernan

School principals in Australia are increasingly required to find a balance between improving student achievement on measurable outcomes (such as NAPLAN) and focusing energies on things that can’t as easily be measured; such as how well a school teaches creative and critical thinking, how it connects with its local community or how collaboratively teachers on

Teacher learning, not student test results, should be a national priority for Australia

By Ian Hardy

Ongoing professional development of teachers is vital for the successful education of our children. At present, teacher learning