This project conducted a review of Australian Initial Teacher Education (ITE) delivery to understand the extent to which ITE programs integrate foundational core content.

This report includes a summary of existing research since 2012 looking at the presence of evidence-based practices in ITE program content. It also includes an analysis of 162 core units from 6 ITE programs to understand the extent to which evidence-based practices are embedded in current ITE in Australia.

The project found that the suggested foundational core content is not being delivered systematically (or at all) in ITE programs. This is consistent both in the existing literature and AERO’s content analysis. The literature summary and content analysis also suggest that delivery of foundational core content in ITE has not increased over time despite increased policy/regulatory attention.

Keywords: policy, vision, content, pedagogy, assessment, partnerships