553
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Early career teachers and the always becoming horizon of quality teaching

ORCID Icon & ORCID Icon
Pages 1-19 | Accepted 29 Aug 2022, Published online: 16 Nov 2022

References

  • Adams, G. (2017). Using a narrative approach to illuminate teacher professional learning in an era of accountability. Teaching and Teacher Education, 67, 161–170. https://doi.org/10.1016/j.tate.2017.06.007
  • Adoniou, M., & Gallagher, M. (2017). Professional standards for teachers—What are they good for? Oxford Review of Education, 43(1), 109–126. https://doi.org/10.1080/03054985.2016.1243522
  • Anagnostopoulos, D., Lingard, B., & Sellar, S. (2016). Argumentation in educational policy disputes: Competing visions of quality and equity. Theory Into Practice, 55(4), 342–351. https://doi.org/10.1080/00405841.2016.1208071
  • Archer, M. (1995). Realist social theory: The morphogenetic approach. Cambridge University Press.
  • Archer, M. (2000). Being human: The problem of agency. Cambridge University Press.
  • Archer, M. (2003). Structure, agency, and the internal conversation. Cambridge University Press.
  • Archer, M. (2007). Making our way through the world: Human reflexivity and social mobility. Cambridge University Press.
  • Archer, M. (2012). The reflexive imperative in late modernity. Cambridge University Press - M.U.A.
  • Australian Institute for Teaching and School Leadership [AITSL]. (2011). Australian professional standards for teachers. Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA).
  • Bahr, N., & Mellor, S. (2016). Building quality in teaching and teacher education. Melbourne: Australian Council for Educational Research. http://research.acer.edu.au/aer/15
  • Ball, S. J. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215–228. https://doi.org/10.1080/0268093022000043065
  • Ball, S. J. (2012). Global Education Inc. New policy networks and the neo-liberal imaginary. Routledge.
  • Ball, S. J. (2017). Laboring to relate: Neoliberalism, embodied policy, and network dynamics. Peabody Journal of Education, 92(1), 29–41. https://doi.org/10.1080/0161956X.2016.1264802
  • Bernstein, B. (2000). Pedagogy, symbolic control, and identity: Theory, research, critique (Revised) (ed.). Rowman & Littlefield.
  • Biesta, G. (2017). Education, measurement and the professions: Reclaiming a space for democratic professionality in education. Educational Philosophy and Theory, 49(4), 315–330. https://doi.org/10.1080/00131857.2015.1048665
  • Bourke, T., Ryan, M., & Lloyd, M. (2016). The discursive positioning of graduating teachers in accreditation of teacher education programs. Teaching And Teacher Education, 53, 1–9. https://doi.org/10.1016/j.tate.2015.09.009
  • Bullough, R. V. (2019). Empathy, teaching dispositions, social justice and teacher education. Teachers & Teaching, 25(5), 507–522. https://doi.org/10.1080/13540602.2019.1602518
  • Burden, S., Topping, A., & O’Halloran, C. (2015). The value of artefacts in stimulated-recall interviews. Nurse Researcher, 23(1), 26. https://doi.org/10.7748/nr.23.1.26.e1324
  • Churchward, P., & Willis, J. (2019). The pursuit of teacher quality: Identifying some of the multiple discourses of quality that impact the work of teacher educators. Asia-Pacific Journal of Teacher Education, 47(3), 251–264. https://doi.org/10.1080/1359866X.2018.1555792
  • Clarke, M. (2014). The sublime objects of education policy: Quality, equity and ideology. Discourse: Studies in the Cultural Politics of Education, 35(4), 584–598. https://doi.org/10.1080/01596306.2013.871230
  • Cochran-Smith, M., & Villegas, A. M. (2015). Studying teacher preparation: The questions that drive research. European Educational Research Journal, 14(5), 379–394. https://doi.org/10.1177/1474904115590211
  • Council of Australian Governments [COAG]. (2008). National partnership agreement on improving teacher quality. http://www.aitsl.edu.au/docs/default-source/default-document-library/national_partnership_on_improving_teacher_quality
  • Crosswell, L., & Beutel, D. (2013). A bridge over troubling waters: A snapshot of teacher graduates' perceptions of their ongoing professional learning needs. Asia-Pacific Journal of Teacher Education, 41(2), 144–158. https://doi.org/10.1080/1359866X.2013.777022
  • Darling-Hammond, L. (2016). Research on teaching and teacher education and its influences on policy and practice. Educational Researcher, 45(2), 83–91. https://doi.org/10.3102/0013189X16639597
  • Fenwick, T., & Edwards, R. (2016). Exploring the impact of digital technologies on professional responsibilities and education. European Educational Research Journal, 15(1), 117–131. https://doi.org/10.1177/1474904115608387
  • Flores, M. A. (2019). Unpacking teacher quality: Key issues for early career teachers. In A. Sullivan, B. Johnson, & M. Simons (Eds.), Attracting and keeping the best teachers: Issues and opportunities (Vol. 16, pp. 15–38). Springer.
  • Gass, S. M., & Mackey, A. (2017). Stimulated recall methodology in applied linguistics and L2 research (2nd ed.). Routledge.
  • Gee, J. P. (2011). Discourse analysis: What makes it critical? In R. Rogers (Ed.), An introduction to critical discourse analysis in education (2nd ed., pp 23-45). Routledge.
  • Gee, J. P. (2014a). How to do discourse analysis: A toolkit (2nd) ed.). Routledge Ltd.
  • Gee, J. P. (2014b). An Introduction to discourse analysis: Theory and method (4th) ed.). Routledge Ltd.
  • Gore, J., Barron, R. J., Holmes, K., & Smith, M. (2016). Who says we are not attracting the best and brightest? Teacher selection and the aspirations of Australian school students. The Australian Educational Researcher, 43(5), 527–549. https://doi.org/10.1007/s13384-016-0221-8
  • Graham, L. J., White, S. L. J., Cologon, K., & Pianta, R. C. (2020). Do teachers’ years of experience make a difference in the quality of teaching? Teaching and Teacher Education, 96, 103190. https://doi.org/10.1016/j.tate.2020.103190
  • Hanushek, E. A. (2011). The economic value of higher teacher quality. Economics of Education Review, 30(3), 466–479. https://doi.org/10.1016/j.econedurev.2010.12.006
  • Hardy, I. (2018). Governing teacher learning: Understanding teachers’ compliance with and critique of standardization. Journal of Education Policy, 33(1), 1–22. https://doi.org/10.1080/02680939.2017.1325517
  • Hattie, J. (2003). Teachers make a difference: What is the research evidence. Paper presented at the Building Teacher Quality: What does the research tell us ACER Research Conference, Melbourne, Australia, Australian Council for Educational Research (ACER). http://research.acer.edu.au/cgi/viewcontent.cgi?article=1003&context=research_conference_2003
  • Ingvarson, L. (2010). Recognising accomplished teachers in Australia: Where have we been? Where are we heading? Australian Journal of Education, 54(1), 46–71. https://doi.org/10.1177/000494411005400105
  • Ingvarson, L., & Rowley, G. (2017). Quality assurance in teacher education and outcomes: A study of 17 countries. Educational Researcher, 46(4), 177–193. https://doi.org/10.3102/0013189X17711900
  • Karousiou, C., Hajisoteriou, C., & Angelides, P. (2019). Teachers’ professional identity in super-diverse school settings: Teachers as agents of intercultural education. Teachers & Teaching, 25(2), 240–258. https://doi.org/10.1080/13540602.2018.1544121
  • Kelchtermans, G. (2017). ‘Should I stay or should I go?’: Unpacking teacher attrition/retention as an educational issue. Teachers and Teaching, 23(8), 961–977. https://doi.org/10.1080/13540602.2017.1379793
  • Kelly, N., Cespedes, M., Clarà, M., & Danaher, P. A. (2019). Early career teachers’ intentions to leave the profession: The complex relationships among preservice education, early career support, and job satisfaction. The Australian Journal of Teacher Education, 44(3), 93. https://doi.org/10.14221/ajte.2018v44n3.6
  • Kington, A., Reed, N., & Sammons, P. (2014). Teachers’ constructs of effective classroom practice: Variations across career phases. Research Papers in Education, 29(5), 534–556. https://doi.org/10.1080/02671522.2013.825309
  • Korthagen, F., Loughran, J., & Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22(8), 1020–1041. https://doi.org/10.1016/j.tate.2006.04.022
  • Lambert, K., & Gray, C. (2021). Hyper-performativity and early career teachers: Interrogating teacher subjectivities in neoliberal educational assemblages. Discourse (Abingdon, England), 1–15. https://doi.org/10.1080/01596306.2021.1933912
  • Ledger, S., & Vidovich, L. (2018). Australian teacher education policy in action: The case of pre-service internships. Australian Journal of Teacher Education, 43(7), 11–29. https://doi.org/10.14221/ajte.2018v43n7.2
  • Loughland, T., & Alonzo, D. (2018). Teacher adaptive practices: Examining links with teacher self-efficacy, perceived autonomy support and teachers’ sense of adaptability. Educational Practice and Theory, 40(2), 55–70. https://doi.org/10.7459/ept/40.2.04
  • Loughland, T., & Ellis, N. (2016). A common language?: The use of teaching standards in the assessment of professional experience: Teacher education students’ perceptions. Australian Journal of Teacher Education (Online), 41(7), 56–69. https://doi.org/10.14221/ajte.2016v41n7.4
  • Lunn Brownlee, J., Rowan, L., Ryan, M., Walker, S., Bourke, T., & Churchward, P. (2019). Researching teacher educators’ preparedness to teach to and about diversity: Investigating epistemic reflexivity as a new conceptual framework. Asia-Pacific Journal of Teacher Education, 47(3), 230–250. https://doi.org/10.1080/1359866X.2018.1555794
  • Mansfield, C., Beltman, S., & Price, A. (2014). ‘I’m coming back again!’ The resilience process of early career teachers. Teachers and Teaching: Theory and Practice, 20(5), 547. https://doi.org/10.1080/13540602.2014.937958
  • Mayer, D., Dixon, M., Kline, J., Kostogriz, A., Moss, J., Rowan, L., … White, S. (2017). Studying the effectiveness of teacher education: Early career teachers in diverse settings. Springer.
  • McLaughlin, C., & Wood, E. (2021). ‘The village and the world’: Competing agendas in teacher research—Professional autonomy, interpretational work and strategic compliance. Teaching Education (Columbia, S.C.), 32(1), 63–76. https://doi.org/10.1080/10476210.2020.1842354
  • Mockler, N. (2013). Teacher professional learning in a neoliberal age: Audit, professionalism and identity. Australian Journal of Teacher Education (Online), 38(10), 35–47. https://doi.org/10.14221/ajte.2013v38n10.8
  • Mockler, N. (2018). Early career teachers in Australia: A critical policy historiography. Journal of Education Policy, 33(2), 262–278. https://doi.org/10.1080/02680939.2017.1332785
  • Morrison, C. M. (2013). Teacher identity in the early career phase: Trajectories that explain and influence development. Australian Journal of Teacher Education (Online), 38(4), 91–107. https://doi.org/10.14221/ajte.2013v38n4.5
  • Ozga, J. (2016). Trust in numbers? Digital Education Governance and the inspection process. European Educational Research Journal, 15(1), 69–81. https://doi.org/10.1177/1474904115616629
  • Pappa, S., Moate, J., Ruohotie-Lyhty, M., & Eteläpelto, A. (2017). Teachers’ pedagogical and relational identity negotiation in the Finnish CLIL context. Teaching and Teacher Education, 65, 61–70. https://doi.org/10.1016/j.tate.2017.03.008
  • Rowe, E. E., & Skourdoumbis, A. (2019). Calling for ‘urgent national action to improve the quality of initial teacher education’: The reification of evidence and accountability in reform agendas. Journal of Education Policy, 34(1), 44–60. https://doi.org/10.1080/02680939.2017.1410577
  • Ryan, M., Bourke, T., Lunn Brownlee, J., Rowan, L., Walker, S., & Churchward, P. (2018). Seeking a reflexive space for teaching to and about diversity: Emergent properties of enablement and constraint for teacher educators. Teachers and Teaching, 25(2), 1–15. https://doi.org/10.1080/13540602.2018.1542298
  • Sadler, D. R. (1983). Evaluation and the improvement of academic learning. The Journal of Higher Education, 54(1), 60–79. https://doi.org/10.2307/1981645
  • Scholes, L., Lampert, J., Burnett, B., Comber, B. M., Hoff, L., & Ferguson, A. (2017). The politics of quality teacher discourses: Implications for pre-service teachers in high poverty schools. Australian Journal of Teacher Education, 42(4), 19–43. https://doi.org/10.14221/ajte.2017v42n4.3
  • Sellar, S. (2015). ‘Unleashing aspiration’: The concept of potential in education policy. Australian Educational Researcher, 42(2), 201. https://doi.org/10.1007/s13384-015-0170-7
  • Singh, P. (2017). Performativity, affectivity and pedagogic identities. European Educational Research Journal, 1474904117726181. https://doi.org/10.1177/1474904117726181
  • Skourdoumbis, A. (2017). Teacher quality, teacher effectiveness and the diminishing returns of current education policy expressions. Journal for Critical Education Policy Studies, 15(1), 42–59.
  • Smagorinsky, P. (2001). Rethinking protocol analysis from a cultural perspective. Annual Review of Applied Linguistics, 21(1), 233–245. https://doi.org/10.1017/S0267190501000149
  • Smith, K. (2018). Accountability in teacher education in Norway: A case of mistrust and trust. In C. Wyatt-Smith & L. Adie (Eds.), Innovation and accountability in teacher education: Setting directions for new cultures in teacher education (pp. 19–35). Springer Nature.
  • Soudien, C., Apple, M. W., & Slaughter, S. (2013). Global Education Inc: New policy networks and the neo-liberal imaginary. British Journal of Educational Studies, 34(3), 453–466. https://doi.org/10.1080/01425692.2013.773734
  • Sugrue, C., & Mertkan, S. (2017). Professional responsibility, accountability and performativity among teachers: The leavening influence of CPD? Teachers & Teaching, 23(2), 171–190. https://doi.org/10.1080/13540602.2016.1203771
  • Teacher Education Ministerial Advisory Group [TEMAG]. (2014). Action now: Classroom ready teachers. https://www.studentsfirst.gov.au/teacher-education-ministerial-advisory-group
  • Torrance, H. (2017). Blaming the victim: Assessment, examinations, and the responsibilisation of students and teachers in neo-liberal governance. Discourse, 38(1), 83–96. https://doi.org/10.1080/01596306.2015.1104854
  • Towers, E., & Maguire, M. (2017). Leaving or staying in teaching: A ‘vignette’ of an experienced urban teacher ‘leaver’ of a London primary school. Teachers & Teaching, 23(8), 946–960. https://doi.org/10.1080/13540602.2017.1358703
  • Willis, J., Crosswell, L., Morrison, C., Gibson, A., & Ryan, M. (2017). Looking for leadership: The potential of dialogic reflexivity with rural early-career teachers. Teachers and Teaching, 1–16. https://doi.org/10.1080/13540602.2017.1287695

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.