Wayne Cotton

Amid growing global concern over teacher burnout and attrition, this article examines the extent to which initial teacher education (ITE) programs address the wellbeing preparation needs of future teachers. Employing a rapid evidence assessment approach, a desktop review was conducted of accredited ITE programs offered by 48 Australian tertiary institutions in 2024. Within the programs offered at these institutions, a total of 136 units of study with a focus on wellbeing were identified and analysed. The findings indicate that student wellbeing is the predominant focus within these units, with only 31% of providers offering content explicitly related to teacher wellbeing. This imbalance highlights a critical gap in the preparation of pre-service teachers, particularly in equipping them with the skills and knowledge needed to manage their own wellbeing. This study underscores the need to embed evidence-informed approaches to both student and teacher wellbeing across ITE curricula, and provides an innovative illustration of how artificial intelligence can be used robustly within a desktop review. Further research is warranted to explore how policymakers, regulatory bodies and ITE providers can work collaboratively to ensure early-career teachers are prepared to support student wellbeing while sustaining their own professional wellbeing.

Health Literacy has been defined by the World Health Organisation as ‘the cognitive and social skills which determine the motivation and ability of individuals to gain access to, understand and use...

Professional competency frameworks are important for aligning educational outcomes with workforce needs. While multiple frameworks exist across sectors, the underlying research-informed design principles guiding their development remain fragmented. This systematic review synthesises methodological approaches and proposes research-informed design principles used in developing professional competency frameworks across diverse professions, identifying common patterns and informing future framework design. A systematic review was conducted following PRISMA 2020 and SWiM guidelines. Searches across major academic databases yielded 3656 records. After screening, 47 studies met inclusion criteria. Data extraction focused on methodological processes and development activities. Thematic analysis was used to generate a set of design principles: (1) Foundational Inquiry and Evidence Gathering; (2) Consensus-Building and Collaborative Validation; and (3) Framework Development and Iterative Refinement. The development of competency frameworks is inherently cyclical, interdisciplinary, and iterative, blending empirical inquiry with collaborative validation. The identified research-informed design principles offer a transferable blueprint applicable across sectors, from healthcare to education and other industries. Thus, it is strongly recommended that future studies use these initial research-informed design principles to inform competency development. The systematic review has been registered with Open Science Framework (OSF).

Background: Research examining the design and impact of health literacy (HL) programs and interventions on preservice teachers’ HL and health and physical education (HPE) teaching practices to enhance students’ HL is nonexistent. However, research indicates that many teachers and preservice teachers report low levels of HL, and recent research has highlighted preservice teachers’ challenges in teaching HPE to enhance their students’ HL capabilities. This is concerning, as HL is a focus in curricula and schooling both in Australia and internationally. Therefore, teachers are engaging in professional development aimed at enhancing their HL teaching practices, which raises questions about how further development of initial teacher education can enhance preservice teachers’ HL capabilities and teaching practices in schools. Objective: This protocol aims to provide details of a study to be conducted in the University of Sydney, involving final-year HPE preservice teachers, aimed at developing their HL capabilities and teaching practices. Methods: The proposed methodology underpinning the research program follows a 7-stage design-based research approach, with the 7 stages outlined in 4 sequential studies. These 4 studies include a systematic review, a qualitative focus group study, a pilot study, and a controlled trial study. This paper details the plan for conducting the 4 studies in a comprehensive and transparent manner, thus contributing to the methodological evidence base in this field. Results: The pilot study was conducted between July 2024 and December 2024, and data analysis was conducted between January 2025 and June 2025. The controlled trial will be conducted between July 2025 and December 2025. Final data analysis will occur between January 2026 and June 2026. Conclusions: This project will assist in determining what key stakeholders see as important to include in an initial teacher education program designed to enhance HPE preservice teachers’ HL capabilities and teaching practices. The design principles generated from this project will contribute to the inclusion and development of initial teacher education programs and practices and strengthen preservice teachers’ HL and their teaching of HPE, thereby enhancing HL teaching practices. This is significant considering that HL is included in the curriculum internationally, and the development of HL for school-age students has been identified as a World Health Organization goal. International Registered Report Identifier (IRRID): DERR1-10.2196/69900

Background: Interventions targeting the psychomotor domain of learning have been the most dominant in the physical education (PE) discipline. However, as PE also incorporates a holistic perspective of student development, a gap has emerged where interventions targeting social outcomes are not frequently analysed. Social outcomes have been of particular interest for interventions conducted in PE. Objective: This study will evaluate the impact of an intervention designed to enhance social outcomes among Australian school students. The intervention will be shaped by the teaching personal and social responsibility (TPSR) framework. This framework has lacked representation within the Australian context, creating a gap and an opportunity to explore its impact on the social behaviors of Australian students. Methods: This study will use a nonrandomized controlled trial design with a qualitative evaluation to assess feasibility and acceptability. Data will be collected through student surveys, student focus groups, and teacher reflection journals. Two schools in New South Wales, Australia, will participate by implementing the TPSR framework in their programs. Schools will include classes in stages 3 and 4 of the intervention, involving approximately 90 students from each school. Both schools are located in Sydney, New South Wales: one is a government high school, and the other is an independent K-12 school. To address feasibility and accessibility concerns, the intervention will be delivered during regularly scheduled PE classes. It will be facilitated by students’ regular PE teachers, who will also participate in ongoing professional development and be involved in a co-design process with the research team. Primary outcomes include reporting on personal responsibility, social responsibility, and leadership behaviors, measured using two tools: (1) the Tool for Assessing Responsibility-Based Education and (2) the Personal and Social Responsibility Questionnaire. A secondary outcome, enjoyment, will be assessed using the Physical Activity Enjoyment Scale–Physical Education version. Feasibility and accessibility will also be examined as secondary outcomes. Results: This intervention study will demonstrate the impact of TPSR on social outcomes among Australian school participants. Students will also receive a briefing, and parental permission will be sought before intervention commencement. Students will be involved in the intervention for the duration of term 3 (10 weeks). Conclusions: This protocol paper outlines the approach to implementing and evaluating the TPSR intervention among Australian school participants. One anticipated strength of the intervention is the ability to apply the framework to different settings, including schools, school sport, and community organizations. Longitudinal follow-up assessment will be critical in determining the long-term impact of the intervention on behavioral changes among participants. Trial Registration: Australian New Zealand Clinical Trials Registry ACTRN12624000858594p; anzctr.org.au/Trial/Registration/TrialReview.aspx?id=387883 International Registered Report Identifier (IRRID): PRR1-10.2196/67924

This chapter serves as an introduction to the methodological framework of the What’s the Evidence research project, a complex, mixed-methods four-year research study. The research was structured in three phases and engaged teachers, educational leaders and researchers as participants. In 2021, the first phase of project commenced with the proposition of a Teacher Quality Construct informed by indicators collected from grey literature. A scoping review of academic literature was used to establish a scholarly, research-informed evidence base for the Teacher Quality Construct. Through the second phase in 2022, the researchers tested the construct for fit for purpose for use with early career teachers adopting a modified Delphi process. The third and final phase commenced in 2023 and focused on testing a sample of these indicators, adopting measurement tools identified as valid in the scoping review process. Discussion and survey tools informed a standard setting exercise undertaken with groups of teachers and principals. Data collected from these participants was analysed using processes based on modern measurement theory as part of a detailed research design process, aiming to test the predictive validity of a Teaching Performance Assessment against a research-informed construct of teacher quality.

This chapter describes a scoping review used to refine a construct of teacher quality, by identifying the research informed indicators of teacher quality. The review identified 1004 relevant articles, published between 2011 and 2021. An analysis of the publications identified 3370 data points of teacher quality. Building on an initial construct of teacher quality and content analysis, indicators were coded into seven categories containing 50 indicators of teacher quality. A total of 37 indicators support the proposed Teacher Quality Construct, with the 13 remaining indicators being outside the scope of the study. The review underpins the importance of research that brings together disparate views to build and validate a commonly understood construct of teacher quality. By identifying indicators of teacher quality, our study can support teacher educators around the world to improve the validity of teacher assessment models at a time when teachers are consistently under critique.

BACKGROUND Research examining the design and impact of health literacy (HL) programs and interventions on preservice teachers’ HL and health and physical education (HPE) teaching practices to enhance students’ HL is nonexistent. However, research indicates that many teachers and preservice teachers report low levels of HL, and recent research has highlighted preservice teachers’ challenges in teaching HPE to enhance their students’ HL capabilities. This is concerning, as HL is a focus in curricula and schooling both in Australia and internationally. Therefore, teachers are engaging in professional development aimed at enhancing their HL teaching practices, which raises questions about how further development of initial teacher education can enhance preservice teachers’ HL capabilities and teaching practices in schools. OBJECTIVE This protocol aims to provide details of a study to be conducted in the University of Sydney, involving final-year HPE preservice teachers, aimed at developing their HL capabilities and teaching practices. METHODS The proposed methodology underpinning the research program follows a 7-stage design-based research approach, with the 7 stages outlined in 4 sequential studies. These 4 studies include a systematic review, a qualitative focus group study, a pilot study, and a controlled trial study. This paper details the plan for conducting the 4 studies in a comprehensive and transparent manner, thus contributing to the methodological evidence base in this field. RESULTS The pilot study was conducted between July 2024 and December 2024, and data analysis was conducted between January 2025 and June 2025. The controlled trial will be conducted between July 2025 and December 2025. Final data analysis will occur between January 2026 and June 2026. CONCLUSIONS This project will assist in determining what key stakeholders see as important to include in an initial teacher education program designed to enhance HPE preservice teachers’ HL capabilities and teaching practices. The design principles generated from this project will contribute to the inclusion and development of initial teacher education programs and practices and strengthen preservice teachers’ HL and their teaching of HPE, thereby enhancing HL teaching practices. This is significant considering that HL is included in the curriculum internationally, and the development of HL for school-age students has been identified as a World Health Organization goal. INTERNATIONAL REGISTERED REPORT DERR1-10.2196/69900

BACKGROUND Interventions targeting the psychomotor domain of learning have been the most dominant in the physical education (PE) discipline. However, as PE also incorporates a holistic perspective of student development, a gap has emerged where interventions targeting social outcomes are not frequently analysed. Social outcomes have been of particular interest for interventions conducted in PE. OBJECTIVE This study will evaluate the impact of an intervention designed to enhance social outcomes among Australian school students. The intervention will be shaped by the teaching personal and social responsibility (TPSR) framework. This framework has lacked representation within the Australian context, creating a gap and an opportunity to explore its impact on the social behaviors of Australian students. METHODS This study will use a nonrandomized controlled trial design with a qualitative evaluation to assess feasibility and acceptability. Data will be collected through student surveys, student focus groups, and teacher reflection journals. Two schools in New South Wales, Australia, will participate by implementing the TPSR framework in their programs. Schools will include classes in stages 3 and 4 of the intervention, involving approximately 90 students from each school. Both schools are located in Sydney, New South Wales: one is a government high school, and the other is an independent K-12 school. To address feasibility and accessibility concerns, the intervention will be delivered during regularly scheduled PE classes. It will be facilitated by students’ regular PE teachers, who will also participate in ongoing professional development and be involved in a co-design process with the research team. Primary outcomes include reporting on personal responsibility, social responsibility, and leadership behaviors, measured using two tools: (1) the Tool for Assessing Responsibility-Based Education and (2) the Personal and Social Responsibility Questionnaire. A secondary outcome, enjoyment, will be assessed using the Physical Activity Enjoyment Scale–Physical Education version. Feasibility and accessibility will also be examined as secondary outcomes. RESULTS This intervention study will demonstrate the impact of TPSR on social outcomes among Australian school participants. Students will also receive a briefing, and parental permission will be sought before intervention commencement. Students will be involved in the intervention for the duration of term 3 (10 weeks). CONCLUSIONS This protocol paper outlines the approach to implementing and evaluating the TPSR intervention among Australian school participants. One anticipated strength of the intervention is the ability to apply the framework to different settings, including schools, school sport, and community organizations. Longitudinal follow-up assessment will be critical in determining the long-term impact of the intervention on behavioral changes among participants. CLINICALTRIAL Australian New Zealand Clinical Trials Registry ACTRN12624000858594p; anzctr.org.au/Trial/Registration/TrialReview.aspx?id=387883 INTERNATIONAL REGISTERED REPORT PRR1-10.2196/67924