Teachers at the speed of light: alternative pathways into teaching and implications for social justice

ABSTRACT

What happens when Initial Teacher Education shifts focus from preparing teachers as change agents to focusing on fast-tracking candidates into the profession? In this paper, we focus on the implications of the accelerated push in teacher education for key social justice and transformative aims of preparing critically reflective, culturally responsive teachers. We tease out what these emerging priorities mean for work of capacity-building for equity, diversity and social justice in teaching and teacher education. We unpack how alternative teacher education programmes that prioritise “employment” present both caveats and opportunities in this regard. We conclude by suggesting ways to harness existing challenges in the service of closer alliances between teacher educators, school staff, members of communities and the education departments for preparing a teaching workforce capable of responding to the needs of their students.

KEYWORDS:

• Teacher education
• alternative pathways
• social justice

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No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

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Notes on contributors

Jo Lampert

Jo Lampert, Jo Lampert is Professor of Teacher Education for Social Transformation at Monash University. She leads the Faculty’s ITE Research and Scholarship Group and is co-leader of Monash’s Education Workforce for the Future Impact Lab. Current research includes a large study of the impact of teaching shortages on those who remain teaching.

Babak Dadvand

Babak Dadvand, Dr Babak Dadvand serves as a Senior Lecturer in Pedagogy, Professional Practice, and Teacher Education. His expertise is on social justice education and on preparing teachers to act as advocates for greater equity and diversity within schools.