Early career teacherness
Accountable cartographies for an action ready Australian Policy context
Bibliographic Data
| ID | 2918178 |
|---|---|
| Authors | Julius Mo (0000-0002-3086-0066, Deakin University), Trevor Mccandle (0000-0001-6604-2308, Deakin University, corresponding author), Harsha Chandir (0000-0002-3931-3296, Deakin University) |
| Year | 2025 |
| Volume | 47 |
| Issue | 2 |
| Pages | 1-20 |
| Publication date | 2025-07-07 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Discourse Studies in the Cultural Politics of Education (JOURNAL) |
| Journal identifiers | ISSN: 0159-6306 • E-ISSN: 1469-3739 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01596306.2025.2525134 |
| OpenAlex | W4412100587 |
| Language | EN |
| Citations received | 1 |
| References cited | 41 |
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. These texts include the release of the National Teacher Workforce Action Plan in 2022 by the newly elected Labor government and the subsequent policy documents Next Steps: Report of the Quality Initial Teacher Education Review (QITER) and Strong Beginnings Report of the Teacher Education Expert Panel (TEEP). We draw through-lines of post humanism and affect into the field of teacher education, emphasising nested policy and practice discourses, particularly in relation to early career preparation and professionalisation. Our reading offers a nuanced view of early career teacherness beyond the conventional narrative of linear teacher readiness prevalent in the literature. The paper is written in the form of an essay, speaking with post-humanist sensibilities and works with the contours of accountable cartographies and the policy ecology turn to undo the technicist and normative tropes that dominate teacher education
Political science · Public relations · Sociology · Education Systems and Policy · Gender Studies · History · Public Administration · Rural development and sustainability · Youth Education and Societal Dynamics
Mapping the Affective Turn in Education
Thinking as Communicating
Towards a complex framework of teacher learning-practice
Getting Lost
The Anthropology of Policy
Critical policy scholarship in education
After the posts
Fresh evidence on the relationship between years of experience and teaching quality
Relational approaches to sustainability transformations
Policy ecology as concept and method
A feel for numbers
The Emotional Politics of Quality Assurance Reform
Taking stock of research on teacher collaborative discourse
Metaphorically drawing the transition into teaching
Post-modern reality shock
Toward a critical posthuman understanding of teacher development and practice
What moves us also moves policy
Early career teachers in Australia
Fractal approaches to scaling transformations to sustainability
Educational Studies and Educational Practice
Affective atmospheres
Encountering Affect
Neoliberal affects
Philosophical investigations
Literacy and Identity
Early career teacherness
Professional Vision
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |