A recent study of Australian teachers has revealed widespread belief in educational myths that contradict established cognitive science, raising concerns about the quality of teacher training and professional knowledge. The survey, conducted with 377 primary and secondary educators, found that nine out of 10 teachers still subscribe to the debunked theory of “learning styles,” which categorises students as visual, auditory, or kinesthetic learners. This neuromyth persists despite significant evidence disproving its validity.
The study also highlighted that nearly 40 per cent of teachers believe students learn better through discovery or inquiry-based learning rather than explicit instruction, a belief not supported by research. Explicit teaching involves teachers directly explaining and modelling concepts and is endorsed by federal and state education authorities, including in New South Wales and Victoria, where phonics and direct instruction in reading have been mandated. Nevertheless, only 30 per cent of teachers correctly rejected the discovery learning claim.
Additionally, around 40 per cent of educators surveyed expressed skepticism about the effectiveness of testing, suggesting that it detracts from student learning, despite evidence showing that low-stakes testing can enhance retention of information.
Federal Education Minister Jason Clare has been a proponent of explicit teaching, advocating for a back-to-basics approach. However, experts warn that policy mandates alone are insufficient without equipping teachers with a comprehensive, evidence-based understanding of how learning works. Trisha Jha, research fellow at the Centre for Independent Studies and author of the report, described the findings as indicative of a systemic failure to deliver coherent and current cognitive science knowledge to teachers, stating that many educators lack the professional foundation necessary for effective instructional practice.
The average teacher surveyed answered fewer than half of the questions on core learning principles correctly, and only a small fraction achieved high scores. There was no significant variation in knowledge based on teachers’ age, gender, or whether they worked in primary or secondary schools.
The report calls for a comprehensive overhaul of the Australian Professional Standards for Teachers to better reflect evidence-based instructional knowledge. It also recommends reforms to initial teacher education programs, criticising some for promoting outdated or unproven theories. Suggestions include introducing standardised, knowledge-based assessments similar to licensing tests used in parts of the United States, which could replace some current registration requirements viewed as bureaucratic and not strongly evidence-supported.
Critics emphasize that improving teachers’ understanding of the science of learning does not diminish the importance of experience, judgment, or personal teaching style, but rather enhances these elements, enabling more effective practice in the classroom. There is also a call for accountability measures for teacher education providers to ensure graduates meet contemporary professional knowledge standards.
The findings have sparked debate about the gap between education policy goals and classroom realities. While explicit teaching methods are promoted at government levels, the persistence of myths suggests that systemic changes are needed to ensure teacher training and ongoing professional development align with best-practice research. Without addressing this disconnect, experts warn that efforts to improve student outcomes may falter, as effective teaching fundamentally depends on teachers’ solid understanding of how learning occurs.