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The literature supports that teachers strongly shape students’ engagement, positioning the teacher’s influence as central to achieving meaningful engagement. The review also examines Australian state educational frameworks and their implications for teaching as a profession. States and territories embed some or all engagement dimensions within frameworks focused on engagement and wellbeing.",{"@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/australian-journal-of-teacher-education-volume-45-issue-3-article-4/593904/",{"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/australian-journal-of-teacher-education-volume-45-issue-3-article-4/593904.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","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 dimensions make up student engagement in this review?","Question",{"text":112,"@type":113},"Student engagement is described as a tridimensional construct that includes behavioural, emotional, and cognitive engagement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do teachers influence student engagement?",{"text":117,"@type":113},"The review emphasizes that teachers play a paramount role in ensuring students experience meaningful engagement.",{"name":119,"@type":110,"acceptedAnswer":120},"Why do discrepancies between teacher knowledge and practice matter?",{"text":121,"@type":113},"Research cited shows teachers often do not implement strategies consistent with their theoretical understandings, and their conceptualizations of engagement can vary widely.","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},593904,1792192698,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 45  Issue 3 | Article 4 |\n| --- | --- |\n| 2020\u003Cbr>The Teachers’Role in Student Engagement: A Review\u003Cbr>Megan Pedler\u003Cbr>Southern Cross University, [megan.pedler@scu.edu.au](megan.pedler@scu.edu.au)\u003Cbr>Tony Yeigh\u003Cbr>Southern Cross University, [tony.yeigh@scu.edu.au](tony.yeigh@scu.edu.au)\u003Cbr>Susan Hudson\u003Cbr>Southern Cross University, [Sue.Hudson@sc.edu.au](Sue.Hudson@sc.edu.au)\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Education Commons |  |\n\nRecommended Citation  \nPedler, M., Yeigh, T., & Hudson, S. (2020) . The Teachers’ Role in Student Engagement: A Review. Australian Journal of Teacher Education, 45(3) .  \n[http://dx.doi.org/10.14221/ajte.2020v45n3.4](http://dx.doi.org/10.14221/ajte.2020v45n3.4)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol45/iss3/4](https://ro.ecu.edu.au/ajte/vol45/iss3/4)  \nThe Teachers’ Role in Student Engagement: A Review  \nMegan Pedler  \nSuzanne Hudson  \nSouthern Cross University, Gold Coast  \nTony Yeigh  \nSouthern Cross University, Lismore  \nAbstract: Student engagement is considered to be a malleable, multidimensional construct which combines the three dimensions of behavioural, emotional and cognitive engagement. Importantly, the literature reveals a solid understanding of how teachers influence student engagement, highlighting the teacher’s role as paramount to ensuring students are able to experience meaningful engagement. This review includes Australian state educational frameworks, and considers the impact these may have on teaching as a profession. All states and territories include some, or all, of these dimensions in  \nframeworks that address students’ engagement and wellbeing.  \nHowever, variations in terminology, structure and definition make it challenging for the teaching profession to clearly understand what is required to support student engagement at a nationally consistent level. Research has found that teachers tend to hold quite disparate conceptualisations ofstudent engagement, as well as employ  \nengagement strategies that are often contrary to these  \nconceptualisations. With this in mind, a key purpose of the current review is to provide clear guidelines ofstudent engagement as a tridimensional construct, accompanied by research-based definitionsand strategies to support engagement more consistently, to inform a framework for teaching professionals to implement effective  \nengagement pedagogies in the classroom.  \nKeywords: student engagement; behavioural; emotional; cognitive; secondary school, pedagogy  \nIntroduction  \nStudent engagement is a current and topical issue internationally, with research findings showing that students who are positively engaged in their learning can be up to seven months ahead of their peers (Centre for Education Statistics and Evaluation [CESE], 2017) . Indeed, student engagement as a discrete learning process has been identified as an essential classroom measure in terms of being able to predict immediate and future student outcomes globally (CESE, 2015) . This is equally relevant within Australia, where a recent Report on the Review to Achieve Excellence in Australian schools by the NSW Department of Education and Training (2018) identified “equip(ing) every child to be a(n)…engaged learnerin a rapidly changing world”(p. x) as a key priority for Australian education. It is further evident in multiple research findings and state policies that extoll the value of understanding  \nand improving student engagement in Australian schools, as well as signalling the importance of engagement as a construct to support student learning and wellbeing overall (See Appendix A) . In this respect, state education policies often address student needs under the umbrella of ‘wellbeing’, a term that is ","cbCaiaMbgw7kmES0","https://ap.wps.com/l/cbCaiaMbgw7kmES0","pdf",337842,16,"English","# Introduction\n## Discrepancies Between Teacher Knowledge and Teacher Practice","[{\"question\":\"What dimensions make up student engagement in this review?\",\"answer\":\"Student engagement is described as a tridimensional construct that includes behavioural, emotional, and cognitive engagement.\"},{\"question\":\"How do teachers influence student engagement?\",\"answer\":\"The review emphasizes that teachers play a paramount role in ensuring students experience meaningful engagement.\"},{\"question\":\"Why do discrepancies between teacher knowledge and practice matter?\",\"answer\":\"Research cited shows teachers often do not implement strategies consistent with their theoretical understandings, and their conceptualizations of engagement can vary widely.\"}]","Australian Journal of Teacher Education - Volume 45 - Issue 3 - Article 4 | PDF",1792078144]