Nan Bahr delivered the closing keynote address at last month’s EPPC. We share highlights from that keynote, titled ‘Personal attributes: Developing the hidden qualities in quality teaching’.
An Australian study shines a spotlight on the highs and lows of the practicum experience from the perspective of pre-service drama teachers. Dr Christina Gray discusses her findings.
Professor Sue Walker joins Teacher to discuss the findings of a new study that suggests girls start school with more 'self-regulation' skills – things like paying attention, staying on task and working independently.
What does an effective professional learning community look like and how do you go about building one? Dr Lawrence Ingvarson discusses the Professional Learning Community Framework (PLCF) he's developed.
To whet the appetite for next month’s Excellence in Professional Practice Conference, we speak to both keynote speakers – Professor Stephen Dinham and Professor Nan Bahr – and revisit the EPPC archive to share snippets from interviews with previous presenters.
Tiina-Maija Toivola joins us from Helsinki to talk about the award-winning Me & MyCity program that gives 6th Graders a chance to spend a day in their chosen profession and learn more about being a consumer and citizen.
In this month’s Research Files we discuss the findings of a three-year project in New Zealand that included analysis of pretend play – where students give voices to toys, objects and digital characters – and early literacy practices.
Tasmanian teacher Cath Apanah joins Teacher to discuss how her school has been using data to inform its strategic plan and how they went about upskilling staff to use data effectively.
Student disengagement in the classroom is widespread, according to a new Grattan Institute report. We sat down with the report’s co-author Julie Sonnemann to discuss the four school level recommendations that came out of this research.
It’s Technology Week at Teacher. In the latest episode of our Teaching Methods podcast series, we discuss strategies to build a classroom presence and rapport when videoconferencing with remote students.