The QCT undertakes research relevant to its functions. Details of completed research projects appear below.
The QCT also publishes the QCT Research Digest, a periodic summary of national and international research on topical issues in teaching.
Details of research undertaken by the Board of Teacher Registration (prior to 2006) can be accessed through the publications section of this website.
The Queensland College of Teachers upholds its firm commitment to maintaining and improving quality teaching through conducting or commissioning research that has regards for teaching, including initial teacher education. The collaboration between schools and teacher education providers in the shared delivery of initial teacher education programs is highlighted in both literature and policy as crucial to determining the quality of the preservice teacher practicum experience. To achieve national accreditation of their initial teacher education programs, Higher Education Institutions (HEIs) must demonstrate the establishment of 'enduring school partnerships', particularly with regards to the provision of the professional experience component.
This paper explores the area of school-university partnerships through a literature review and an investigation of some established partnerships in Queensland. A preliminary consultation with local stakeholders was also considered to clarify current understanding of an 'enduring partnership'. Those characteristics of enduring partnerships that are common to both the practising examples and the literature reviewed are discussed within the context of sustainability and effectiveness.
The QCT believes the research paper may be used to inform further consideration of this area of teacher education in collaboration with other key stakeholders as dialogue continues around the clarification of particular national accreditation requirements.
The QCT commissioned a research project in response to recommendations made in the 2010 Review of Teacher Education and School Induction First Report regarding evidence-based assessment of professional standards. The project brief required the investigation of best practice in evidence-based assessment in preservice teacher education and other professions that have similar practical aspects of preparation.
A team comprising personnel from The University of Queensland School of Education, Teaching & Educational Development Institute and the School of Human Movement Studies successfully tendered for the project.
The report, delivered in December 2011, comprises a literature review of best practices in assessment in teacher education programs nationally and internationally as well as a scan of other professions such as law, social work and allied health professions to examine high quality assessment processes that could inform better practice in the assessment of teaching graduates.
The report is not an exhaustive review but rather a purposive sampling of selective examples of best practice that capture the main approaches and principles of authentic assessment that can offer guidance for future policy development.
The report also acknowledges the contextual issue of emerging national policy-making authorities such as the Australian Institute for Teaching and School Leadership (AITSL) and the Tertiary Education Quality and Standards Agency (TEQSA), and how the implementation of a national agenda will be critical to how assessment practices in teacher education in Queensland and other jurisdictions will evolve.
This report will inform a second stage of research in collaboration with AITSL.
This report is the product of a research project commissioned to address the topic in the QCT’s annual research plan of 'Preparing teachers, through preservice teacher education and professional development, with the skills required for teaching students for whom English is not their first language, in particular Aboriginal and Torres Strait Islander students '.
The purpose of the research study was to identify how Queensland teachers can best meet high standards of professional competence for teaching Aboriginal and Torres Strait Islander students for whom English is not their first language.
The project group, led by Professor Robin McTaggart from James Cook University, included team members Dr Gina Curro and Mr Max Lenoy. Professor McTaggart has expertise in the area of action research, program evaluation and teacher education. Dr Curro is a language adviser at the University of Melbourne and has experience as an ESL teacher in bilingual school programs. Mr Lenoy was employed as a lecturer and Remote Area Teacher Education Program (RATEP) Director at James Cook University at the time the research was being conducted.
The final report was forwarded to the QCT in July 2009 presenting reflections on current practice and suggesting a way forward for teachers and educators in regard to teaching English as a second language for Indigenous students. The report makes recommendations for future practices in preservice teacher education as well as professional development for established teachers working with Indigenous learners.
In March 2010 the QCT commissioned a review of the available research on intensive teacher preparation programs. The purpose was to address four questions of particular interest to the QCT. The review was undertaken by Dr Cheryl Sim of Griffith University and focused on the initial training programmes of Teach for America (TFA) and of Teach First (England). The resulting paper provides a summary of key journal articles that relate to either of these programs, and also reviews those articles which make some reference to alternative certification programs generally.