Matthew Krehl Edward Thomas
Biographic Data
| ID | 4413639 |
|---|---|
| NAME | Matthew Krehl Edward Thomas |
| GIVEN NAMES | Matthew Krehl Edward |
| FAMILY NAME | Thomas |
| SIGNATURE | THOMAS M K E |
| AFFILIATIONS | Deakin University |
| ORCID | 0000-0001-8854-4907 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The myth of instant readiness: Temporal politics and subjectification in early-career teaching
The myth of ‘instant readiness’, the assumption that graduate-teachers arrive as classroom-ready and fully formed, pervades contemporary teacher education policy. This article interrogates that myth through a narrative inquiry into one graduate-teacher’s first year in a socio-economically disadvantaged primary school. Tracing four critical-incidents across the year, the analysis examines how policy discourses of ‘classroom-readiness’, operational…
Graduate teachers’ and the teacher performance assessment: The case for architectures of judgement
Across contemporary teacher education contexts, professional standards and performance assessments have been implemented to shape what counts as evidence of ‘quality’ teaching. In Australia, a Teacher Performance Assessment has become the central mechanism through which preservice teachers assure and evidence ‘classroom readiness’. This article examines how evaluative judgement develops within practicum contexts structured by such accountability …
The roles of AI and educational leaders in AI-assisted administrative decision-making: A proposed framework for symbiotic collaboration
Education has always been in a state of flux because of technological disruption. As schools head towards a present in which digital technology is normalised as part of the fabric of everyday society, a post-digital paradigm, Artificial Intelligence (AI) is changing the educational administration and leadership. It is crucial to find ways to coexist with AI while striving for a human-centric future. While numerous studies advocate for a collabora…
Problematising ‘Classroom Readiness’: The tensions and happenstance of practicum learning
Internationally, requirements for initial teacher education students to demonstrate classroom readiness through performative processes highlight tensions between ideals of effectiveness and onsite practicum conditions. Practicum is central to preservice teacher’s learning, managing the tensions of professional identity work, where uncertainty associated with school conditions shapes the problems of practice that arise, and the challenges preservi…
Revisiting Foucault’s panopticon: How does AI surveillance transform educational norms
Resisting neoliberalism: Teacher education academics navigating precarious times
While the impact of the global COVID-19 pandemic upon higher education institutions has been well documented, less is known about how academics themselves responded to these rapid changes. This paper analyses the experiences of teacher education academics from Australia and New Zealand (n = 13) who were interviewed during lengthy pandemic lockdowns. Whilst rarely using the language of resistance, participants revealed multiple ways they navigated…
Being critical of the student achievement problem in Australia
This paper presents a critical exploration of a reported decline in student achievement in Australia (2000–2020). Declining student achievement is framed as symptomatic of broader dysfunction within the education system. The context of declining student achievement is articulated through a Bourdieusian being critical sociology of education. This is achieved using the concepts of illusio and educationalisation as they intersect with Australian sch…
Teaching as regulated improvisation
In this paper, we address the work of teachers at the intersection of educational policy and professional discretion, by undertaking a conceptual reading of Through Growth to Achievement: Report of the Review to Achieve Educational Excellence in Australian Schools, and examining how the report conceptualises teacher practice. Drawing on the Bourdieusian notion of regulated improvisation, the study explores the constraints of pedagogical practices…
Longing for connection: University educators creating meaning through sharing experiences of teaching online
This paper presents a reflexive analysis of how university educators experience the shift to increasing online teaching in 2019. We explore what it means to be an online educator in contemporary higher education and aim to raise questions about how we approach online education and understand ourselves as educators, informed by a sociomaterial lens. The research utilised collaborative autoethnography (CAE) to facilitate meaning‐making and uncover …
Time for inclusion
This article examines the constraints of modern temporality which are antithetical to the careful consideration that working with diverse learners requires for the development of inclusive, democratic education. We take up the conceptual construct of time to explore how it mediates systemic practices that impact policy positions of inclusion in initial teacher education and schooling. Our analysis demonstrates that temporality shapes the possibil…
Time for inclusion
This article examines the constraints of modern temporality which are antithetical to the careful consideration that working with diverse learners requires for the development of inclusive, democratic education. We take up the conceptual construct of time to explore how it mediates systemic practices that impact policy positions of inclusion in initial teacher education and schooling. Our analysis demonstrates that temporality shapes the possibil…
Longing for connection: University educators creating meaning through sharing experiences of teaching online
This paper presents a reflexive analysis of how university educators experience the shift to increasing online teaching in 2019. We explore what it means to be an online educator in contemporary higher education and aim to raise questions about how we approach online education and understand ourselves as educators, informed by a sociomaterial lens. The research utilised collaborative autoethnography (CAE) to facilitate meaning‐making and uncover …
Teaching as regulated improvisation
In this paper, we address the work of teachers at the intersection of educational policy and professional discretion, by undertaking a conceptual reading of Through Growth to Achievement: Report of the Review to Achieve Educational Excellence in Australian Schools, and examining how the report conceptualises teacher practice. Drawing on the Bourdieusian notion of regulated improvisation, the study explores the constraints of pedagogical practices…
Resisting neoliberalism: Teacher education academics navigating precarious times
While the impact of the global COVID-19 pandemic upon higher education institutions has been well documented, less is known about how academics themselves responded to these rapid changes. This paper analyses the experiences of teacher education academics from Australia and New Zealand (n = 13) who were interviewed during lengthy pandemic lockdowns. Whilst rarely using the language of resistance, participants revealed multiple ways they navigated…
Being critical of the student achievement problem in Australia
This paper presents a critical exploration of a reported decline in student achievement in Australia (2000–2020). Declining student achievement is framed as symptomatic of broader dysfunction within the education system. The context of declining student achievement is articulated through a Bourdieusian being critical sociology of education. This is achieved using the concepts of illusio and educationalisation as they intersect with Australian sch…
The roles of AI and educational leaders in AI-assisted administrative decision-making: A proposed framework for symbiotic collaboration
Education has always been in a state of flux because of technological disruption. As schools head towards a present in which digital technology is normalised as part of the fabric of everyday society, a post-digital paradigm, Artificial Intelligence (AI) is changing the educational administration and leadership. It is crucial to find ways to coexist with AI while striving for a human-centric future. While numerous studies advocate for a collabora…
Problematising ‘Classroom Readiness’: The tensions and happenstance of practicum learning
Internationally, requirements for initial teacher education students to demonstrate classroom readiness through performative processes highlight tensions between ideals of effectiveness and onsite practicum conditions. Practicum is central to preservice teacher’s learning, managing the tensions of professional identity work, where uncertainty associated with school conditions shapes the problems of practice that arise, and the challenges preservi…
Revisiting Foucault’s panopticon: How does AI surveillance transform educational norms
The myth of instant readiness: Temporal politics and subjectification in early-career teaching
The myth of ‘instant readiness’, the assumption that graduate-teachers arrive as classroom-ready and fully formed, pervades contemporary teacher education policy. This article interrogates that myth through a narrative inquiry into one graduate-teacher’s first year in a socio-economically disadvantaged primary school. Tracing four critical-incidents across the year, the analysis examines how policy discourses of ‘classroom-readiness’, operational…
Graduate teachers’ and the teacher performance assessment: The case for architectures of judgement
Across contemporary teacher education contexts, professional standards and performance assessments have been implemented to shape what counts as evidence of ‘quality’ teaching. In Australia, a Teacher Performance Assessment has become the central mechanism through which preservice teachers assure and evidence ‘classroom readiness’. This article examines how evaluative judgement develops within practicum contexts structured by such accountability …
Sociology (7 works) · Pedagogy (6 works) · Political science (6 works) · Global Educational Policies and Reforms (5 works) · Law (5 works) · Psychology (5 works) · Higher education (4 works) · Teacher Education and Leadership Studies (4 works) · Epistemology (3 works) · Global Education and Multiculturalism (3 works)