This report presents findings from literature about what teachers believe about how students learn: the prevalence of myths about learning, to what extent these myths inform practice, and what research there is to suggest teachers understand the facts about how students learn best.

The report finds concerted efforts are required to build up coherent mental models among Australian teachers, ensuring learning myths are rejected and teacher knowledge is consistently based on evidence about how students learn. 

Findings

1. Teachers value brain-based knowledge, but this includes myths about learning.
2. Belief in learning myths can inform practice, but the relationship is not clear cut.
3. Evidence that teachers have science of learning knowledge is limited.

Recommendations

1. Policymakers must ensure initial teacher education core content requirements are rigorously enforced.
2. The Australian Professional Standards for Teachers must be rewritten, and include knowledge-based self-evaluation.
3. Systems looking to scale science of learning-informed practices in schools should measure, monitor and develop teachers’ knowledge.