Ellen Larsen
Biographic Data
| ID | 4605859 |
|---|---|
| NAME | Ellen Larsen |
| GIVEN NAMES | Ellen |
| FAMILY NAME | Larsen |
| SIGNATURE | LARSEN E |
| AFFILIATIONS | University of Southern Queensland |
| ORCID | 0000-0002-4293-2485 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Former teachers who return to the profession
As teacher shortages continue to be a significant concern for education globally, encouraging former teachers to return to the classroom has been identified as one strategy to address workforce needs. Beneficial in that returning teachers can bring their experience and expertise back to the profession and boost teacher workforce numbers, some countries have implemented schemes to incentivise their return to the classroom. Despite the benefits tha…
Practising preservice teachers’ experiences of learning as synchronous boundary crossing
Teacher shortages have seen preservice teachers filling paid teaching positions while continuing to complete their teaching qualifications in Australia and internationally. While responding to market logic and addressing teacher supply issues, limited research has occurred on how this impacts these paid practising preservice teachers’ experience of learning. This paper reports on six in-depth interviews with preservice teachers from Queensland, A…
An examination of the interaction between discourses in a post-lesson mentoring conversation on professional experience
Post-lesson mentoring conversations on professional experience are an important aspect of embodied learning for pre-service teachers. Recent research has identified the five most common types of discursive interactions in post-lesson conversations. This study built on the recent research to examine discursive interactions in one post-lesson mentoring conversation between a pre-service teacher and a mentor in Australia. The analysis found that eva…
Enablers and constraints to teacher educator wellbeing amidst institutional accountability cultures
The work of contemporary teacher educators in university contexts is under increasing political and public scrutiny as the focus on Initial Teacher Education (ITE) reform intensifies. Consequently, there are growing concerns for teacher educators’ wellbeing amidst escalating expectations and pressures. While research has explored the wellbeing of university academics more generally, less is understood about teacher educators more specifically. Th…
Being and belonging – identifying “invisible” children and young people's voices within educational contexts in regional, rural and remote Australian communities
This systematic literature review (SLR) examines empirical research on marginalised children and young peoples' sense of belonging in regional, rural and remote (RRR) Australian educational contexts. Following PRISMA Guidelines and utilizing JBI quality appraisal tools, five databases were searched. Inclusion criteria encompassed English-language, online full-text peer-reviewed empirical studies from RRR Australia. Fourteen studies (four qualitat…
Former teachers’ perceptions of post-teaching career job satisfaction
Perspectives on teacher standards in the mentoring process
Mentoring programmes are considered a core component of professional learning approaches for early career teachers (ECTs) as they commence in and progress through the first few years in the profession. Mentoring in the contemporary Australian context, however, is situated within a culture of high teacher standardisation, as is the case in numerous countries across the word. The Australian Professional Standards for Teachers (“the Standards”), for…
Early career researchers’ collective advocacy work within an Australian university context
‘I left the teaching profession … and this is what I am doing now’
Current teacher attrition in Australia and globally has created an untenable situation for many schools, teachers and the profession. This paper reports on research that examined the critical issue of teacher attrition from the perspective of former classroom teachers and school leaders. Although there is extensive national and global research related to teacher shortages and intentions to leave the teaching profession, minimal research has sough…
“I Want to Contribute, but…”
This paper explores the experiences of educators in Australia with doctoral qualifications and how they perceive their knowledge and research skills to be valued and leveraged as legitimate funds of knowledge in school environments. Findings from an online survey and four semi-structured interviews provoke further consideration of how teachers’ cultural capital is contemporaneously defined in school settings, with educators with doctorates percei…
The positioning tensions between early career teachers’ and mentors’ perceptions of the mentor role
Early career teacher (ECT) mentoring has never been so important with escalating levels of attrition reported in numerous countries, including Australia, the US and the UK. However, inconsistent understanding of what a mentor can or should do continues to compromise the ways in which early career teachers experience this support. While previous research has reported on mentors’ differing perspectives on their role, we take a unique approach to th…
Publishing in the academy
Publishing in the academy is a high-stakes activity often used to measure academic staff progress and inform promotion. Many universities have increased pressure on academics, even at the earliest stages of their careers, to publish in high-ranking journals resulting in increased stress and uncertainty. The authors of this paper are members of a writing group in an Australian regional university, established to support each other towards success …
Navigating the neo-academy
Across the world, many university-based early career researchers (ECRs) are experiencing an unprecedented intensification of research expectations on transition from doctoral research to academic life. Countries such as Australia have put into place national frameworks of research excellence to remain globally competitive. Pressure on universities to elevate global research rankings has soared, with many regional universities and disciplines such…
Learning and exploring teacher identity
Pre-service teachers in Australian Initial Teacher Education programmes gain classroom experience through supervised, formally assessed professional experience placements and internships. This in-situ experience is recognized as important in the development of professional identities, knowledge and skills. However, many pre-service teachers lament the limited amount of classroom time encountered prior to beginning teaching. This paper reports on …
Australian teacher educators responding to policy discourses of quality
It's a question of balance
In Australia, and internationally, mentoring is proffered as a powerful professional learning experience for both early career teachers (ECTs) and their mentors alike. However, authentically beneficial learning partnerships have proven challenging to achieve. This paper provides a theoretical and practical response to this issue, arguing the criticality of genuine conversations cultivated through balanced, non-hierarchical questioning to position…
It's a question of balance
In Australia, and internationally, mentoring is proffered as a powerful professional learning experience for both early career teachers (ECTs) and their mentors alike. However, authentically beneficial learning partnerships have proven challenging to achieve. This paper provides a theoretical and practical response to this issue, arguing the criticality of genuine conversations cultivated through balanced, non-hierarchical questioning to position…
Former teachers’ perceptions of post-teaching career job satisfaction
The positioning tensions between early career teachers’ and mentors’ perceptions of the mentor role
Early career teacher (ECT) mentoring has never been so important with escalating levels of attrition reported in numerous countries, including Australia, the US and the UK. However, inconsistent understanding of what a mentor can or should do continues to compromise the ways in which early career teachers experience this support. While previous research has reported on mentors’ differing perspectives on their role, we take a unique approach to th…
Publishing in the academy
Publishing in the academy is a high-stakes activity often used to measure academic staff progress and inform promotion. Many universities have increased pressure on academics, even at the earliest stages of their careers, to publish in high-ranking journals resulting in increased stress and uncertainty. The authors of this paper are members of a writing group in an Australian regional university, established to support each other towards success …
Navigating the neo-academy
Across the world, many university-based early career researchers (ECRs) are experiencing an unprecedented intensification of research expectations on transition from doctoral research to academic life. Countries such as Australia have put into place national frameworks of research excellence to remain globally competitive. Pressure on universities to elevate global research rankings has soared, with many regional universities and disciplines such…
Learning and exploring teacher identity
Pre-service teachers in Australian Initial Teacher Education programmes gain classroom experience through supervised, formally assessed professional experience placements and internships. This in-situ experience is recognized as important in the development of professional identities, knowledge and skills. However, many pre-service teachers lament the limited amount of classroom time encountered prior to beginning teaching. This paper reports on …
Australian teacher educators responding to policy discourses of quality
It's a question of balance
In Australia, and internationally, mentoring is proffered as a powerful professional learning experience for both early career teachers (ECTs) and their mentors alike. However, authentically beneficial learning partnerships have proven challenging to achieve. This paper provides a theoretical and practical response to this issue, arguing the criticality of genuine conversations cultivated through balanced, non-hierarchical questioning to position…
Early career researchers’ collective advocacy work within an Australian university context
‘I left the teaching profession … and this is what I am doing now’
Current teacher attrition in Australia and globally has created an untenable situation for many schools, teachers and the profession. This paper reports on research that examined the critical issue of teacher attrition from the perspective of former classroom teachers and school leaders. Although there is extensive national and global research related to teacher shortages and intentions to leave the teaching profession, minimal research has sough…
“I Want to Contribute, but…”
This paper explores the experiences of educators in Australia with doctoral qualifications and how they perceive their knowledge and research skills to be valued and leveraged as legitimate funds of knowledge in school environments. Findings from an online survey and four semi-structured interviews provoke further consideration of how teachers’ cultural capital is contemporaneously defined in school settings, with educators with doctorates percei…
The positioning tensions between early career teachers’ and mentors’ perceptions of the mentor role
Early career teacher (ECT) mentoring has never been so important with escalating levels of attrition reported in numerous countries, including Australia, the US and the UK. However, inconsistent understanding of what a mentor can or should do continues to compromise the ways in which early career teachers experience this support. While previous research has reported on mentors’ differing perspectives on their role, we take a unique approach to th…
An examination of the interaction between discourses in a post-lesson mentoring conversation on professional experience
Post-lesson mentoring conversations on professional experience are an important aspect of embodied learning for pre-service teachers. Recent research has identified the five most common types of discursive interactions in post-lesson conversations. This study built on the recent research to examine discursive interactions in one post-lesson mentoring conversation between a pre-service teacher and a mentor in Australia. The analysis found that eva…
Enablers and constraints to teacher educator wellbeing amidst institutional accountability cultures
The work of contemporary teacher educators in university contexts is under increasing political and public scrutiny as the focus on Initial Teacher Education (ITE) reform intensifies. Consequently, there are growing concerns for teacher educators’ wellbeing amidst escalating expectations and pressures. While research has explored the wellbeing of university academics more generally, less is understood about teacher educators more specifically. Th…
Being and belonging – identifying “invisible” children and young people's voices within educational contexts in regional, rural and remote Australian communities
This systematic literature review (SLR) examines empirical research on marginalised children and young peoples' sense of belonging in regional, rural and remote (RRR) Australian educational contexts. Following PRISMA Guidelines and utilizing JBI quality appraisal tools, five databases were searched. Inclusion criteria encompassed English-language, online full-text peer-reviewed empirical studies from RRR Australia. Fourteen studies (four qualitat…
Former teachers’ perceptions of post-teaching career job satisfaction
Perspectives on teacher standards in the mentoring process
Mentoring programmes are considered a core component of professional learning approaches for early career teachers (ECTs) as they commence in and progress through the first few years in the profession. Mentoring in the contemporary Australian context, however, is situated within a culture of high teacher standardisation, as is the case in numerous countries across the word. The Australian Professional Standards for Teachers (“the Standards”), for…
Former teachers who return to the profession
As teacher shortages continue to be a significant concern for education globally, encouraging former teachers to return to the classroom has been identified as one strategy to address workforce needs. Beneficial in that returning teachers can bring their experience and expertise back to the profession and boost teacher workforce numbers, some countries have implemented schemes to incentivise their return to the classroom. Despite the benefits tha…
Practising preservice teachers’ experiences of learning as synchronous boundary crossing
Teacher shortages have seen preservice teachers filling paid teaching positions while continuing to complete their teaching qualifications in Australia and internationally. While responding to market logic and addressing teacher supply issues, limited research has occurred on how this impacts these paid practising preservice teachers’ experience of learning. This paper reports on six in-depth interviews with preservice teachers from Queensland, A…
Pedagogy (13 works) · Psychology (12 works) · Sociology (12 works) · Teacher Education and Leadership Studies (12 works) · Political science (8 works) · Collaborative Teaching and Inclusion (6 works) · Medical education (6 works) · Medicine (5 works) · Professional development (5 works) · Public relations (5 works)