Trevor Mccandle
Biographic Data
| ID | 758021 |
|---|---|
| NAME | Trevor Mccandle |
| GIVEN NAMES | Trevor |
| FAMILY NAME | Mccandle |
| SIGNATURE | MCCANDLE T |
| AFFILIATIONS | Deakin University |
| ORCID | 0000-0001-6604-2308 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Australia’s professional education ecosystem for out-of-field teachers: Seeking diverse pathways for teacher learning
Teaching out-of-field refers to teachers’ teaching subjects or schooling phases that do not align with their qualifications. Despite calls for professional development for out-of-field teachers, formal programmes are often lacking, poorly attended, or ill-suited to their specific needs. This paper applies an ecological lens to examine how an education system could better support out-of-field teachers by distributing responsibility. Drawing on a l…
Turning points for children experiencing vulnerabilities: The role of outdoor adventure
The construction of the metaphorical teacher in policy: Strong Beginnings for compliant victims
An analysis of teacher metaphors has long been a feature of research into the development of early career teacher identity, however, the metaphors used to construct the ideal teacher in educational policy remains under-researched. These policy documents explicitly seek to frame what it means to be an effective teacher. As such, an analysis of the metaphors used in these documents to describe teachers ought to provide insights into how policy make…
Teacher education students’ experiences navigating inherent requirements within their courses of study
Inherent requirements define core competencies that all students must demonstrate to be accepted, progress, and successfully complete professionally accredited programmes such as teaching. This paper presents research that examines how students of teacher education navigate supposed abilities to teach through their courses of study, to inform the development of a statement of inherent requirements for a large school of education in an Australian …
Navigating the Counter-Historical Turn: Making Histories With Young People in Two Australian Cities
This article navigates a counter-historical turn in postfoundational qualitative research. Re-reading the philosophy of history through radical black, Indigenous, and decolonial traditions, the article premises the counter-historical turn on a cosmologica pluralization and deformalization of historical experience. The authors elaborate the contours of the counter-historical turn in relation to recent projects with young people on unceded Indigeno…
Early career teacherness: Accountable cartographies for an action ready Australian Policy context
Work-force data indicates that one-in-five teachers in Australia are early career. Supporting these teachers is core to reform policies in Australian and international jurisdictions. New entrants to the profession cite the emotional intensity of learning teaching as a significant factor encouraging around one-third to leave within their first five-years. This paper examines recent policy texts that focus on early career teacherness in Australia. …
Affinity spaces and the situatedness of intercultural relations between international and domestic students in two Australian schools
This paper interrogates international and domestic peer relations in two Australian schools and how they are shaped by structural, cultural and discursive dimensions of schooling. In particular, it analyses intercultural relations between domestic and international students in the context of policies promoting “internationalisation-at-home”. We argue that how international students are positioned within specific school contexts impacts their sens…
Normative power in higher education: The ghost of inherent requirements
This paper presents an analysis of two surveys that were conducted in an Australian university's School of Education, investigating how students and staff understood the inherent requirements of their courses. The survey results highlight that despite there being no explicit written inherent requirement statements for these courses both staff and students believed they had a deep understanding of the nature and potential effects of inherent requi…
“Building the business model” or “Broadening our international perspectives”? Staff positioning on the values of hosting international students in the Australian school sector
Assessing intercultural understanding: The facts about strangers
The aim of this paper is to present a schema that maps the terrain of intercultural assessment strategies. This schema is based upon Haraway’s semiotic square and has two dimensions. The first considers how distant or near the cultural Other is understood to be – whether they are perceived a stranger or a neighbour. The second considers whether the student is encouraged to see the cultural Other as an object about whom one learns facts, or if stu…
International students in the first years of senior secondary schooling in Australia: Longing for belonging
Intercultural Understanding in the Australian Curriculum
School leadership and intercultural understanding: School foyers as situated spaces for doing diversity
Internationally, Intercultural Understanding (ICU) is increasingly prevalent in the field of education. The recent evidence base includes a growing academic literature and examples of specified education policy and curricula. In regards to leveraging ICU, research suggests a multi-level and longitudinal approach is needed to ensure effective and sustainable school change. Significant gaps exist in the literature about the contextual factors acros…
Classing schools
School prospectuses and promotional videos appeal to parents by presenting idealised images of the education a school provides. These educational idealisations visually realise the form of discipline a school is expected to provide, depending on the social habitus of the parents. This paper presents a content analysis of the images used in 33 sets of marketing materials from a maximally diverse sample of schools from the state of Victoria. These …
International students in the first years of senior secondary schooling in Australia: Longing for belonging
Classing schools
School prospectuses and promotional videos appeal to parents by presenting idealised images of the education a school provides. These educational idealisations visually realise the form of discipline a school is expected to provide, depending on the social habitus of the parents. This paper presents a content analysis of the images used in 33 sets of marketing materials from a maximally diverse sample of schools from the state of Victoria. These …
Early career teacherness: Accountable cartographies for an action ready Australian Policy context
Work-force data indicates that one-in-five teachers in Australia are early career. Supporting these teachers is core to reform policies in Australian and international jurisdictions. New entrants to the profession cite the emotional intensity of learning teaching as a significant factor encouraging around one-third to leave within their first five-years. This paper examines recent policy texts that focus on early career teacherness in Australia. …
School leadership and intercultural understanding: School foyers as situated spaces for doing diversity
Internationally, Intercultural Understanding (ICU) is increasingly prevalent in the field of education. The recent evidence base includes a growing academic literature and examples of specified education policy and curricula. In regards to leveraging ICU, research suggests a multi-level and longitudinal approach is needed to ensure effective and sustainable school change. Significant gaps exist in the literature about the contextual factors acros…
Classing schools
School prospectuses and promotional videos appeal to parents by presenting idealised images of the education a school provides. These educational idealisations visually realise the form of discipline a school is expected to provide, depending on the social habitus of the parents. This paper presents a content analysis of the images used in 33 sets of marketing materials from a maximally diverse sample of schools from the state of Victoria. These …
School leadership and intercultural understanding: School foyers as situated spaces for doing diversity
Internationally, Intercultural Understanding (ICU) is increasingly prevalent in the field of education. The recent evidence base includes a growing academic literature and examples of specified education policy and curricula. In regards to leveraging ICU, research suggests a multi-level and longitudinal approach is needed to ensure effective and sustainable school change. Significant gaps exist in the literature about the contextual factors acros…
Intercultural Understanding in the Australian Curriculum
International students in the first years of senior secondary schooling in Australia: Longing for belonging
“Building the business model” or “Broadening our international perspectives”? Staff positioning on the values of hosting international students in the Australian school sector
Assessing intercultural understanding: The facts about strangers
The aim of this paper is to present a schema that maps the terrain of intercultural assessment strategies. This schema is based upon Haraway’s semiotic square and has two dimensions. The first considers how distant or near the cultural Other is understood to be – whether they are perceived a stranger or a neighbour. The second considers whether the student is encouraged to see the cultural Other as an object about whom one learns facts, or if stu…
Normative power in higher education: The ghost of inherent requirements
This paper presents an analysis of two surveys that were conducted in an Australian university's School of Education, investigating how students and staff understood the inherent requirements of their courses. The survey results highlight that despite there being no explicit written inherent requirement statements for these courses both staff and students believed they had a deep understanding of the nature and potential effects of inherent requi…
Affinity spaces and the situatedness of intercultural relations between international and domestic students in two Australian schools
This paper interrogates international and domestic peer relations in two Australian schools and how they are shaped by structural, cultural and discursive dimensions of schooling. In particular, it analyses intercultural relations between domestic and international students in the context of policies promoting “internationalisation-at-home”. We argue that how international students are positioned within specific school contexts impacts their sens…
The construction of the metaphorical teacher in policy: Strong Beginnings for compliant victims
An analysis of teacher metaphors has long been a feature of research into the development of early career teacher identity, however, the metaphors used to construct the ideal teacher in educational policy remains under-researched. These policy documents explicitly seek to frame what it means to be an effective teacher. As such, an analysis of the metaphors used in these documents to describe teachers ought to provide insights into how policy make…
Teacher education students’ experiences navigating inherent requirements within their courses of study
Inherent requirements define core competencies that all students must demonstrate to be accepted, progress, and successfully complete professionally accredited programmes such as teaching. This paper presents research that examines how students of teacher education navigate supposed abilities to teach through their courses of study, to inform the development of a statement of inherent requirements for a large school of education in an Australian …
Navigating the Counter-Historical Turn: Making Histories With Young People in Two Australian Cities
This article navigates a counter-historical turn in postfoundational qualitative research. Re-reading the philosophy of history through radical black, Indigenous, and decolonial traditions, the article premises the counter-historical turn on a cosmologica pluralization and deformalization of historical experience. The authors elaborate the contours of the counter-historical turn in relation to recent projects with young people on unceded Indigeno…
Early career teacherness: Accountable cartographies for an action ready Australian Policy context
Work-force data indicates that one-in-five teachers in Australia are early career. Supporting these teachers is core to reform policies in Australian and international jurisdictions. New entrants to the profession cite the emotional intensity of learning teaching as a significant factor encouraging around one-third to leave within their first five-years. This paper examines recent policy texts that focus on early career teacherness in Australia. …
Australia’s professional education ecosystem for out-of-field teachers: Seeking diverse pathways for teacher learning
Teaching out-of-field refers to teachers’ teaching subjects or schooling phases that do not align with their qualifications. Despite calls for professional development for out-of-field teachers, formal programmes are often lacking, poorly attended, or ill-suited to their specific needs. This paper applies an ecological lens to examine how an education system could better support out-of-field teachers by distributing responsibility. Drawing on a l…
Turning points for children experiencing vulnerabilities: The role of outdoor adventure
Pedagogy (10 works) · Sociology (10 works) · Psychology (9 works) · Political science (8 works) · Global Education and Multiculturalism (5 works) · International Student and Expatriate Challenges (5 works) · Mathematics education (5 works) · Educator Training and Historical Pedagogy (4 works) · Curriculum (3 works) · Epistemology (3 works)