The review will focus on the registration of early childhood teachers, vocational education and training teachers and also how new teachers transition into the profession.
Education Minister Simon Birmingham said one of the review's key aims was to find out how people with real-world skills could bring them into the classroom.
"Having a former tradie or nurse as a teacher can bring more perspective to a classroom and can be especially beneficial for the teaching of vocational and trade skills," Birmingham said.
"Those different life experiences could shake up Australia's schools and add more depth to the talented teachers we have."
The Australian Education Union (AEU), however, has slammed the review, saying it undermines teacher registration.
“This is simply another example of Minister Birmingham disrespecting the teaching profession and attempting to lower teaching standards.
"This thought bubble shows how little regard he has for our education system,” Correna Haythorpe, federal president of the AEU, said in a statement.
“It is important to attract people with different skills and life experience into the teaching profession, there should be no fast track to becoming a teacher.
"Teaching is a complex and demanding role, and all teachers should be fully trained and qualified.
"Therefore if you want to be a teacher, then you need to do the training,” she added.
Professor Deborah Corrigan, deputy dean of the Monash Faculty of Education and a Councillor of the Victorian Institute of Teaching, says the debate reflects a deeper issue: that Australia’s school and vocational sectors have different standards, and lack cohesion.
“When Minister Birmingham talks about bringing people with real-world skills into teaching, he appears to mean skills from the vocational sector, such as trades.
"The issue is that schools and the vocational sector have different views about knowledge and skills and how these should be assessed, and have different expectations of teachers as a result,” she said in a statement.
“The idea of bringing more diverse teaching skills into compulsory education is commendable in itself, as it would provide streams for a more diverse range of students.
"But it is undermined by the divide in Australia between academic and vocational education.
"Vocational and academic approaches should be seen as equally credible streams of secondary education, but in Australia the vocational system is perceived as less well developed, and its outcomes more limited in comparison with those in schools.”
The Australian College of Educators (ACE) has cautiously welcomed the review of teacher registration, on the condition it ensures the highest possible teaching standards and qualifications and enhances learning outcomes in the classroom.
“It is essential all educators, irrespective of school type, system, subject or experience have excellent skills and training based on solid research foundations, rounded out by strong practical experience,” ACE CEO Helen Jentz said.
“As a nation we have invested heavily in the Australian Professional Standards for Teachers and roadmaps established by Australian Institute for Teaching and School Leadership.
“The Federal Government along with every state and territory government must continue to be committed to embracing these standards and providing a professional environment where teachers can thrive and create better educational outcomes for students.”
The Australian Mathematical Sciences Institute (AMSI) however, has welcomed the review, saying it will tackle key pressure points on the mathematical pipeline, including the need for greater transparency regarding teacher qualifications and out-of-field teaching in mathematics.
“A clearer understanding of the qualifications within the current teacher workforce including the need to attract more mathematics graduates to the sector is critical to improve teacher quality,” AMSI Director, Professor Geoff Prince said in a statement.
The National Review of Teacher Registration Expert Panel has come together to agree on ways of working.
“The Teacher Standards, which were developed in consultation with the profession, are now deeply embedded across Australia," chair of the National Review of Teacher Registration Expert Panel Chris Wardlaw, said.
"The standards support quality teaching, and will continue to do so – the focus for the review will be on exploring the level to which the registration systems across Australia get the most they can out of the standards.
“Consultation is critical for the Review, and the independent expert panel intends to consult with a broad range of voices in every state and territory,” he added.
“We invite anyone who would like to have a voice on the review to visit the AITSL website for details of the consultation.
"We would especially urge teachers and principals to participate in the consultation process.
The Expert Panel is expected to report back to Education Council later in the year.