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Data are extracted from 52 articles covering research context, participants, and the adequacy of preservice teachers’ knowledge and skills. Findings show recurring concern about levels of knowledge and skills, and when both are reported, there are often discrepancies between perceived and actual knowledge.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-systematic-review-of-the-research-on-the-knowledge-and-skills-of-australian-preservice-teachers/593807/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-systematic-review-of-the-research-on-the-knowledge-and-skills-of-australian-preservice-teachers/593807.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the scope of the systematic review in this article?","Question",{"text":112,"@type":113},"It reviews refereed journal articles published between 2005 and 2015 that reported assessments of knowledge or skills of Australian preservice teachers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many articles are included and what data are extracted from them?",{"text":117,"@type":113},"The review extracts data from 52 articles, focusing on research context, participants, and the adequacy of preservice teachers’ knowledge and skills.",{"name":119,"@type":110,"acceptedAnswer":120},"What overall pattern does the review report about preservice teachers’ knowledge and skills?",{"text":121,"@type":113},"Most authors express concern about the level of knowledge and skills, and where both are reported, discrepancies often appear between perceived and actual knowledge.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593807,1792168001,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 43 | Issue 4 | Article 7 |\n| --- | --- |\n\n2018  \nA Systematic Review of the Research on the Knowledge and Skills of Australian Preservice Teachers  \nJennifer Stephenson  \nMacquarie University, [jennifer.stephenson@mq.edu.au](jennifer.stephenson@mq.edu.au)  \nRecommended Citation  \nStephenson, J. (2018). A Systematic Review of the Research on the Knowledge and Skills of Australian Preservice Teachers. Australian Journal of Teacher Education, 43 (4).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol43/iss4/7](http://ro.ecu.edu.au/ajte/vol43/iss4/7)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol43/iss4/7](http://ro.ecu.edu.au/ajte/vol43/iss4/7)  \nAustralian Journal of Teacher Education  \nA Systematic Review of the Research on the Knowledge and Skills of  \nAustralian Preservice Teachers  \nJennifer Stephenson  \nMacquarie University  \nAbstract: Since knowledge and skills related to curriculum content  \nand pedagogy are crucial for teachers, it is of interest to explore the  \nresearch relating to what preservice teachers know and can do.  \nRefereed journal articles published between 2005 and 2015 that  \nreported on the assessment of the knowledge or skills of Australian  \npreservice teachers are reviewed. Data were extracted from 52  \narticles relating to the context of the research, participants in the  \nresearch and the adequacy of the knowledge and skills of preservice  \nteachers. Most authors expressed some concern about the level of  \nknowledge and skills ofpreservice teachers and where both were  \nreported there was often a discrepancy between perceived and actual  \nknowledge.  \nIntroduction  \nAustralian teacher education may be a “highly scrutinized domain”(Rowan, Mayer, Kline, Kostogriz, & Walker-Gibbs, 2015, p. 274), but the scrutiny appears to have come from enquiries and reports, not from research and systematic reviews of research. Murray, Nuttall, and Mitchell (2008) reported on a survey of the literature on initial teacher education from 1995-2004. They included research published in peer-reviewed journals on teacher preparation and also research on newly qualified teachers. Out of the 215 papers they included, there were 11 papers on subject content knowledge, 19 on general pedagogical knowledge and skills, three on maths pedagogical content knowledge and two on science content knowledge. Since any single paper might address one or more of these areas, it is difficult to determine exactly how many papers overall related to preservice teacher (PST) knowledge and skills. There is also no indication of how many papers reported on formal measures of knowledge and skills. They did report concern about PST knowledge in the areas of maths and science. Content knowledge is important for all teachers, and if preservice primary teachers lack basic knowledge, teacher educators need to be aware of problem areas and education courses need to provide remediation. It appears there have been no relevant reviews since Murray et al. (2008) . Recent commentary articles on teacher education research in Australia, Mayer (2014) and White (2016) did not cite any reviews apart from Murray et al..  \nThe most recent in the long line of reports and enquiries into initial teacher education, charged, among other things, with examining how well preservice teachers (PSTs) understand the content they are to teach (Mayer, 2014) made the unsurprising finding that“Beginning teachers need a solid understanding of subject content, pedagogy, and pedagogical content knowledge”(Teacher Education Ministerial Advisory Group, 2014, p.18) . This statement reflects one of the more consistent findings of research on factors affecting teacher quality, which is that teachers must have good content knowledge in the  \nVol 43, 4, April 2018 121  \nAustralian Journal of Teacher Education  \ndisciplines they teach, have a generic knowledge of effective pedagogies and more specifically, ","cbCairkco3yms1pn","https://ap.wps.com/l/cbCairkco3yms1pn","pdf",323628,18,"English","# Abstract\n# Introduction\n## Background on Australian teacher education scrutiny\n## Prior literature survey and knowledge domains\n## Relevance of knowledge for teaching quality\n## Shulman’s framework and extension to technology\n## Policy reforms and accreditation changes","[{\"question\":\"What is the scope of the systematic review in this article?\",\"answer\":\"It reviews refereed journal articles published between 2005 and 2015 that reported assessments of knowledge or skills of Australian preservice teachers.\"},{\"question\":\"How many articles are included and what data are extracted from them?\",\"answer\":\"The review extracts data from 52 articles, focusing on research context, participants, and the adequacy of preservice teachers’ knowledge and skills.\"},{\"question\":\"What overall pattern does the review report about preservice teachers’ knowledge and skills?\",\"answer\":\"Most authors express concern about the level of knowledge and skills, and where both are reported, discrepancies often appear between perceived and actual knowledge.\"}]","A Systematic Review of the Research on the Knowledge and Skills of Australian Preservice Teachers | PDF",1792077951,45]