Teacher education research is interpreted as working in, on, about and with initial teacher education and educator professional development. Teaching and teacher education research is multi-dimensional and contributes to the advancement of knowledge and understanding of curriculum, pedagogy, policy and theory. Our research is drawn on a broad range of methodologies for example, quantitative survey, action research, narrative inquiry, case study and critical discourse analysis.

Curriculum and assessment research uses qualitative and quantitative methods to design, review and analyse theories and approaches to designing teaching and learning, and evaluating outcomes. The research is often pragmatic and has applicability to multiple disciplines.

Sustainability, environmental, and outdoor education research explores human-nature relationships and approaches to facilitating education on a range of social, cultural, environmental, and health issues. Research examines the processes and outcomes of experiences focused on learning about self, others, and natural/cultural histories, in contexts such as nature play with young children, school-based programs, pre-service teacher education programs, and other university courses. The experiential pedagogies used, such as fieldwork and place-based learning, feature strongly in our research.

Educational psychology is the scientific study of how people learn and how teachers can foster such learning. In the School of Education and Tertiary Access at USC we couple this agenda with an emphasis on student and teacher well-being and resilience, and the creation of healthy learning environments. Our research methodologies vary according to context, drawing on a multiplicity of approaches.

Community and Regional Education research focuses on socio-cultural perspectives in teaching and learning which relate internally to the USC multi-campus network and externally to rural and remote teaching and learning environments. Outcomes within this area of research relate to driving knowledge and learning and building capacity within and across communities and regions.

We research voice, identity and social justice issues in education, with a commitment to decolonisation, inclusion and active participation. We draw upon a range of research methodologies, such as historical analysis and life histories, storied, arts-based, post-qualitative, feminist and post-critical methodologies.

Our Educational Policy and Leadership research explores the experience of leadership, and policy-(re)formation in schools and education systems. It is enriched by theoretical investigation and research partnerships with practitioners. Key areas of focus include: activist approaches to educational policy; leadership practice; health and wellbeing of leaders; enacting change in educational policy and culture/s.

Tertiary access research focuses on transitioning to higher education, encompassing pathway and bridging programs, enabling courses, and the first-year experience in undergraduate programs. As research practitioners, we research to build our capacity for partnering with students from diverse social and educational backgrounds to improve their educational experiences and facilitate their success. Our research frameworks are underpinned by attention to social justice issues, equity and inclusion and recognise the transformative potential of education to expand students' skills, knowledge, opportunities and life choices.