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Improving teaching quality in the Pacific
No full textACER is providing long-term support to governments in the Pacific Islands to improve teaching quality. Enabling teachers to positively support and engage students is a priority in the Pacific Islands. At a policy level, this means that teachers need to be empowered through opportunities for continuous development, shared understanding and accountability. Through a long-term partnership, ACER is supporting the Educational Quality and Assessment Programme (EQAP) to achieve the objectives of the Pacific Regional Education Framework (PacREF). Since 2019, ACER has supported EQAP in leading the revision of the Pacific Regional Standards for Teachers. The Standards were developed in 2010, with the revised version formally endorsed by 15 Pacific Island countries in 2023
Being and becoming global citizens: Measuring progress toward SDG 4.7. Monitoring teacher and school readiness to enact global citizenship in the Asia-Pacific region. Phase II Report, Lao PDR
Full text linkThis report presents the Phase II findings of a collaborative study by APCEIU and ACER which aims to expand efforts to monitor Sustainable Development Goal (SDG) 4.7 by addressing critical evidence gaps regarding country participation and educational settings. Phase I of this study included three countries in the Asia-Pacific region (Australia, Philippines and South Korea) and targeted primary school settings. Phase I answered research questions about the enabling conditions that support effective global citizenship education (GCED); how these conditions can inform instrument development to measure system, school, and teacher readiness to implement GCED; and recommendations for Phase II. Phase II of this study includes an additional country context and consolidates the findings from Phase I through a three-step process 1) administer the pre-workshop questionnaire, 2) conduct a focus group workshop (FGW) in Lao PDR with research partners, and 3) validate the GCED Framework and monitoring tools including the Laos context. This research extends our understanding of GCED readiness across diverse contexts, contributing to SDG 4.7 monitoring
Teaching performance tool: Insights from systematic classroom observations
No full textPreliminary insights from the analysis of evidence from the ACER teaching performance tool.
The ACER teaching performance tool (TPT) for systematic classroom observation aims to provide teachers with constructive feedback and insights on their teaching, helping them enhance and evolve their instructional practices.
Research highlights that most teacher training programmes focus on knowledge delivery instead of providing teachers with opportunities to reflect critically on their practices. If teachers are given evidence of gaps in teaching practices, they can reflect and improve their strategies
Australian teenagers top creative thinkers, but confidence varies
No full textAustralia’s 15-year-olds are among the most creative thinkers in the world. A new analysis of results from the Programme for International Student Assessment (PISA) shows us where they have belief in their skills and where they lack confidence
A tool to gauge teaching performance
No full textACER India has developed a tool for classroom observation that enables schools to make informed decisions about teachers’ professional development
Infographic: Closing the Gap Report 2024
Full text linkAustralia\u27s latest Closing the Gap Report communicates progress towards government targets to achieve equality for Aboriginal and Torres Strait Islander peoples in areas like education, health and employment. Here are some of the education results and how they compare to the baseline year data.https://research.acer.edu.au/teacher_graphics/1224/thumbnail.jp
Infographic: World Teacher’s Day 2024 – what you love about teaching
Full text linkToday is World Teacher’s Day in Australia. The annual day is celebrated throughout October across the globe. In our latest annual reader survey, we asked you to tell us what you love about your role, and in this infographic, we share some responses from our readers around the world.https://research.acer.edu.au/teacher_graphics/1226/thumbnail.jp
Learning Through Play at School Ukraine: Final Research Report (Ukrainian version)
Full text linkThe Learning Through Play (LTP) at School Research Study Ukraine was a four-year intervention study funded by the LEGO Foundation and implemented by the Australian Council for Educational Research (ACER) and the Ukrainian Educational Research Association (UERA). The intervention was a two-year professional learning program that blended online, and face-to-face learning called the Teacher Innovative Play Program (TIPP). The TIPP was designed based on documented evidence that reports that teachers need opportunities to experiment and reflect to change practice. The study was guided by three research questions which were revised following the full-scale invasion of Ukraine by Russian armed forces on February 24, 2022. The revised questions were as follows: 1. What are the barriers and enablers that limit and/or support effective implementation of LTP in intervention school classrooms? 2. How do teachers in intervention schools implement LTP and adjust their classroom practices to promote learners’ literacy and social and emotional development? 3. How do children’s literacy and social emotional skills compare between testing time points including prior to and during the invasion of Ukraine by Russian armed forces