306
Views
0
CrossRef citations to date
0
Altmetric
SPECIAL ISSUE

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

ORCID Icon & ORCID Icon
Pages 276-287 | Received 04 May 2023, Accepted 09 Nov 2023, Published online: 01 Mar 2024

References

  • Aspfors, J., & Bondas, T. (2013). Caring about caring: Newly qualified teachers’ experiences of their relationships within the school community. Teachers & Teaching, 19(3), 243–259. https://doi.org/10.1080/13540602.2012.754158
  • Australian Bureau of Statistics. (2021). Schools. ABS. https://www.abs.gov.au/statistics/people/education/schools/latest-release
  • Biesta, G. (2010). Good education in the age of measurement: Ethics, politics and democracy. Paradigm Publishers.
  • Biesta, G. (2014). The beautiful risk of education. Paradigm Publishers.
  • Biesta, G. (2015). What is education for? On good education, teacher judgement, and educational professionalism. European Journal of Education, 50(1), 75–87. https://doi.org/10.1111/ejed.12109
  • Biesta, G. (2019). What kind of society does the school need? Redefining the democratic work of education in impatient times. Studies in Philosophy and Education, 38(6), 657–668. https://doi.org/10.1007/s11217-019-09675-y
  • Brooks, C. (2021). The quality conundrum in initial teacher education. Teachers & Teaching, 27(1–4), 131–146. https://doi.org/10.1080/13540602.2021.1933414
  • Burgess, C., Bishop, M., & Lowe, K. (2022). Decolonising indigenous education: The case for cultural mentoring in supporting indigenous knowledge reproduction. Discourse: Studies in the Cultural Politics of Education, 43(1), 1–14. https://doi.org/10.1080/01596306.2020.1774513
  • Carver-Thomas, D., & Darling-Hammond, L. (2017). Teacher turnover: Why it matters and what we can do about it. Learning Policy Institute.
  • Cochran-Smith, M. (2005). The politics of teacher education and the curse of complexity (Vol. 56). Sage Publications Sage CA.
  • Cochran-Smith, M., & Keefe, E. S. (2022). Strong equity: Repositioning teacher education for social change. Teachers College Record, 124(3), 9–41. https://doi.org/10.1177/01614681221087304
  • Cochran-Smith, M., Villegas, A. M., Abrams, L., Chavez-Moreno, L., Mills, T., & Stern, R. (2015). Critiquing teacher preparation research: An overview of the field, Part II. Journal of Teacher Education, 66(2), 109–121. https://doi.org/10.1177/0022487114558268
  • Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: A systematic research synthesis. Educational Review, 1–20. https://doi.org/10.1080/00131911.2023.2196607
  • Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399
  • Daza, V., Gudmundsdottir, G. B., & Lund, A. (2021). Partnerships as third spaces for professional practice in initial teacher education: A scoping review. Teaching and Teacher Education, 102, 103338. https://doi.org/10.1016/j.tate.2021.103338
  • Department of Education. (2022). Issues paper: Teacher workforce shortages. A. Government. https://ministers.education.gov.au/sites/default/files/documents/Teacher%20Workforce%20Shortages%20-%20Issues%20paper.pdf
  • Department of Education Skills and Employment. (2022). Next steps: Report of the quality initial Teacher education review. Canberra: Australian Government.
  • Department of Education Skills and Employment. (2023, 27 May). Alternative Pathways. Canberra: Australian Government. from https://www.education.gov.au/alternative-pathways
  • Ell, F. (2021). Teacher education policy in Aotearoa New Zealand: Global trends meet local imperatives. In Mayer, D. (Ed.), Teacher education policy and research: Global perspectives (pp. 113–128). Springer, Singapore. https://doi.org/10.1007/978-981-16-3775-9_9
  • European Commission/EACEA/Eurydice. (2021). Teachers in Europe: Careers, development and well-being. (Eurydice report, Issue.
  • Hardy, I., Jakhelln, R., & Smit, B. (2021). The policies and politics of teachers’ initial learning: The complexity of national initial teacher education policies. Teaching Education, 32(3), 286–308. https://doi.org/10.1080/10476210.2020.1729115
  • Hardy, I., Rönnerman, K., & Beach, D. (2019). Teachers’ work in complex times: The ‘fast policy’of Swedish school reform. Oxford Review of Education, 45(3), 350–366. https://doi.org/10.1080/03054985.2018.1546684
  • Heffernan, A., Bright, D., Kim, M., Longmuir, F., & Magyar, B. (2022). ‘I cannot sustain the workload and the emotional toll’: Reasons behind Australian teachers’ intentions to leave the profession. Australian Journal of Education, 66(2), 196–209. https://doi.org/10.1177/00049441221086654
  • Heffernan, A., Longmuir, F., Bright, D., & Kim, M. (2019). Perceptions of teachers and teaching in Australia. Monash University.
  • Holloway, J., & Keddie, A. (2020). Competing locals in an autonomous schooling system: The fracturing of the ‘social’in social justice. Educational Management Administration & Leadership, 48(5), 786–801. https://doi.org/10.1177/1741143219836681
  • Institute of Education Sciences. (2022). School Pulse Panel. IES. https://ies.ed.gov/schoolsurvey/spp/
  • Lampert, J., & Browne, S. (2022). Examining Teacher Candidates’ Backgrounds, experiences, and beliefs as precursors for developing dispositions for democracy. Teachers College Record, 124(3), 148–176.
  • Lewis, S., & Hogan, A. (2019). Reform first and ask questions later? The implications of (fast) schooling policy and ‘silver bullet’ solutions. Critical Studies in Education, 60(1), 1–18. https://doi.org/10.1080/17508487.2016.1219961
  • Long, R., & Danechi, S. (2022). Teacher recruitment and retention in England. House of Commons Briefing Paper Number, 7222.
  • Netolicky, D. M. (2019). Transformational professional learning: Making a difference in schools. Routledge.
  • OECD. (2018). Effective teacher policies: Insights from PISA. OECD Publishing.
  • Peck, J., & Theodore, N. (2015). Fast policy: Experimental statecraft at the thresholds of neoliberalism. University of Minnesota Press.
  • Philip, T. M., Patel, S., Beckham, K., De Cediel, N. W., Disston, J., Salasin, E., & Altshcul, S. R. (2022). Program redesign toward democratic teacher education. Teachers College Record, 124(3), 89–114. https://doi.org/10.1177/01614681221086777
  • Ravitch, D. (2016). The death and life of the great American school system: How testing and choice are undermining education. Routledge.
  • Reid, J. A. (2017). Conclusion: Learning the humility of teaching ‘Other’s’- preparing teachers for culturally complex classrooms. In C. Reid & J. M (Eds.), Global teaching: Southern perspectives on teachers working with diversity (pp. 209–229). Education Dialogues with/in the Global South). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-52526-0_11
  • Roberts, P., & Downes, N. (2020). The challenges of staffing schools in a Cosmopolitan Nation: Rethinking the recruitment and retention of teachers in Australia through a spatial lens. In T. Ovenden-Hope & R. Passy (Eds.), Exploring Teacher recruitment and retention (pp. 221–230). Routledge.
  • Rosa, H. (2003). Social acceleration: Ethical and political consequences of a desynchronized high–speed society. PRAXIS International, 10(1), 3–33. https://doi.org/10.1111/1467-8675.00309
  • Shields, C. M., & Hesbol, K. A. (2020). Transformative leadership approaches to inclusion, equity, and social justice. Journal of School Leadership, 30(1), 3–22. https://doi.org/10.1177/1052684619873343
  • Simpson, A., Cotton, W., & Gore, J. (2021). Teacher Education/ors in Australia: Still shaping the profession despite policy intervention. In D. Mayer (Ed.), Teacher education policy and research: Global perspectives (pp. 11–25). Springer.
  • Taylor, S., Zipin, L., & Brennan, M. (2020). Students Researching’Problems that Matter’in their communities. Forum.
  • Thomas, M. A., Crawford-Garrett, K., & Rauschenberger, E. (2020). A growing global network: The development of international research on teach for all. In M. Thomas & E. Rauschenberger (Eds.), Examining teach for all (pp. 36–59). Routledge.
  • UNESCO. (2022). Transforming education from within: Current trends in the status and development of teachers. The United Nations Educational, Scientific and Cultural Organization.
  • Varadharajan, M., Carter, D., Buchanan, J., & Schuck, S. (2021). Career change student teachers: Lessons learnt from their in-school experiences. The Australian Educational Researcher, 48(1), 1–18. https://doi.org/10.1007/s13384-020-00381-0
  • Victorian Government. (2023, March 16). Fast Track Your Teaching Career with an Employment-Based Teaching Degree. The Victorian Government. https://www.vic.gov.au/accelerated-learning-program
  • Young, I. (2000). Inclusion and democracy. Oxford University Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.