Perspectives on graduate teacher ‘readiness’ from principals of ‘hard-to-staff’ Australian schools
Bibliographic Data
| ID | 12085593 |
|---|---|
| Authors | Juliana Ryan (0000-0002-5390-0198, La Trobe University, corresponding author), Babak Dadvand (0000-0002-3362-8625, La Trobe University), Steven A Murphy (0000-0002-6036-7600, La Trobe University) |
| Year | 2025 |
| Volume | 160 |
| Pages | 105037-105037 |
| Publication date | 2025-04-15 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching and Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0742-051X • E-ISSN: 1879-2480 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.tate.2025.105037 |
| OpenAlex | W4409445843 |
| Language | EN |
| Citations received | 4 |
| References cited | 31 |
Against a background of teacher shortages, Australian policy prioritises ‘classroom readiness’ as a quality indicator. This paper presents an alternative view from principals of nine (9) schools defined as ‘hard to staff’. Evoking a Discourse that we named Teaching as a professional calling , these principals defined graduate teacher readiness in terms of a moral purpose, enacted in their specific school contexts through relational care practices. Findings suggest the importance of school contexts and principals' perspectives in shaping what constitutes ‘readiness’. They also point to the value of embedding situated professional ethics in teacher education to prepare graduates for diverse contexts. • Perspectives about graduate teacher readiness from principals of ‘hard-to-staff’ schools need more attention given global teacher shortages. • School context is a mediating factor in graduate teacher ‘readiness’ that needs greater consideration in education policy. • Ethics, including critical thinking and ethical reasoning, should be embedded in teacher education to build graduates’ readiness
Mathematics education · Medical education · Pedagogy · Sociology · Education Systems and Policy · Medicine · Psychology · Teacher Education and Leadership Studies · Teacher Professional Development and Motivation
Principals’ perspectives on school–community engagement in hard-to-staff schools
Attracting and Retaining Teachers in Rural Australia
Career change teachers in rural schools
Developing communication competence among international pre-service teachers through a teacher educator–facilitated ‘community of practice’
The caring relation in teaching
Socioeconomic Status and Academic Achievement in Primary and Secondary Education
Teacher professionalism
Ready, or not? Graduate teachers’ perceptions of their classroom readiness through a capstone assessment task
How are teacher shortages in hardest-to-staff schools represented in (inter)national policy documents from England and Australia
Teachers who stay in hard-to-staff schools
Professionalism and teacher education in Australia and England
Rural cultural wealth
Public education and teacher professionalism in an age of accountability
Letting the right one in’
Australian teachers' perceptions of effectiveness in a performative culture
Teacher preparation and performance in high-needs urban schools
Motivations to enter the teaching profession during the Covid-19 pandemic
Calling for ‘urgent national action to improve the quality of initial teacher education’
A new political economy of teacher development
Early career teachers in Australia
Aspiring teachers, financial incentives, and principals’ recruitment practices in hard-to-staff schools
Meaning in Life and the Vocation of Teaching
New Evidence on the Frequency of Teacher Turnover
Education, Measurement and the Professions
Context matters
Chapter 3
Teacher professional identity
| Unique citing works | 4 |
|---|---|
| Citations per year | 4 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |