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Changes in School Teaching in Australia

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It can be argued that the most pervasive public image of school teaching in Australia involves transmission: teachers ‘covering’ the content of lock-step curricula with expository or traditional ‘chalk and talk’ methods of teaching. This article briefly outlines a number of interrelated pedagogical and policy changes, namely, the philosophy of constructivism, student-centred learning, collaborative/cooperative learning, the growth of IT, authentic pedagogy, authentic assessment, outcomes based education, and changes in the interpretation of equity. Over the last 30 years these changes have, or are, changing the culture of teaching, and are gradually creating more dynamic and professional images of teaching.
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Keywords: assessment; authentic pedagogy; collaborative learning; constructivism

Document Type: Research Article

Affiliations: University of Technology Sydney

Publication date: January 1, 2003

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  • Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.
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