According to new research, university teacher training programmes are inadequately preparing teachers

The New Zealand Initiative report suggests courses lack focus on the science of learning.

Senior fellow Michael Johnston says only two of about 220 courses had anything to do with that science.

He says instead there's a focus on social constructivism -- the idea that children build their own knowledge in collaboration with one another, and teachers facilitate rather than teach directly.

The authors recommend new professional bodies for teachers, regular monitoring of teachers effectiveness and giving schools a greater role in preparation.