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Securing the quality of Australian education is a key policy target, and teaching workforce development has long been identified as the means to that end. This case of personalised professional learning in a school through a series of interactions between teachers and university-employed teacher...
Negative portrayals in the Australian media situate teachers as a problem and teaching as a deficit practice. Society is positioning teachers, especially teachers of literacy, as the reason for poor student performance. In addition, negative media discourse around deficit initial teacher...
Australian early childhood education positions literacy learning as a set of social practices contextualised by one’s unique experiences and knowledges. Despite widespread agreement about the need to teach phonics and other code-breaking practices, the ways early childhood educators integrate...
From 2016, all Western Australian schools were mandated to implement the National Quality Standard (NQS) in Kindergarten through to Year 2. Over the first year of implementation, this mandate had varying degrees of success in adoption. This study examined four schools which were identified as...
Stories and literature play an important and necessary role in understanding the past and in creating the future. Yet, in colonised countries such as Australia, the status of contemporary national texts, particularly those reflecting the diverse voices of Indigenous writers, women, and other...
Current policy initiatives are requiring Initial Teacher Education (ITE) providers to select teachers with both the academic and non-academic attributes that ensure their suitability for teaching and their classroom readiness. Research evidence has linked non-academic attributes to teacher...
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