Australian Education Research Organisation and Initial Teacher Education
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| Title: | Australian Education Research Organisation and Initial Teacher Education |
|---|---|
| Language: | English |
| Authors: | Bruce Haynes |
| Source: | Australian Journal of Teacher Education. 2025 50(3):70-85. |
| Availability: | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Preservice Teacher Education, Core Curriculum, Core Competencies, National Standards, Direct Instruction, Educational Improvement, Learning Theories, Difficulty Level, Cognitive Processes, Career Readiness |
| Geographic Terms: | Australia |
| ISSN: | 0313-5373 1835-517X |
| Abstract: | The Australian Education Research Organisation was created to initiate, collate and disseminate reliable evidence-based research to the Australian school system. It uses the latest cognitive psychology to advocate the use of explicit instruction and phonics to lift outcomes of Australian schooling. These practices are reflected in the new 'core content' for Initial Teacher Education programs that were identified by the Teacher Education Expert Panel to be mandated in national accreditation processes for tertiary providers delivering initial teacher education. Mandating these practices is problematic and marks a further shift towards authoritarian processes in Australia. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489112 |
| Database: | ERIC |
| Abstract: | The Australian Education Research Organisation was created to initiate, collate and disseminate reliable evidence-based research to the Australian school system. It uses the latest cognitive psychology to advocate the use of explicit instruction and phonics to lift outcomes of Australian schooling. These practices are reflected in the new 'core content' for Initial Teacher Education programs that were identified by the Teacher Education Expert Panel to be mandated in national accreditation processes for tertiary providers delivering initial teacher education. Mandating these practices is problematic and marks a further shift towards authoritarian processes in Australia. |
|---|---|
| ISSN: | 0313-5373 1835-517X |
