Critical Conversations in Teacher Education
Contemporary Australian Perspectives
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- Description
- Contents
- About
This is a time of challenge for teachers with burgeoning workloads and unsustainable conditions, parental demands and challenging student behaviour. Within this climate of challenge, including that of teacher retention, education systems around the world have had to develop strategies to professionalise and improve the status of teaching.
Divided into three distinct sections covering the future of teacher professionalism, reimagining pedagogical practices in challenging contexts, and professional learning to meet the needs of the profession, Critical Conversations in Teacher Education explores issues across the lifespan of teaching, including initial teacher education and in service professional learning. Drawing on research conducted broadly in the Australian educational space, chapter authors discuss the areas of culturally responsive practice, AI, climate change, classroom environments, micro credentials, and teacher retention.
The research covers a wide range of settings, from early childhood through to primary and secondary settings as well as exploring a wide range of topics that are of interest to educators both in schools and at a system level and offers valuable considerations for shaping the future of the teaching profession.
Introduction; Helen Stokes and Larissa McLean Davies
- Section 1: Shaping the Future of Teacher Professionalism
- Chapter 1. Attracting and Retaining Rural Teachers: A Matter of Resources or Regard?; Hernan Cuervo
- Chapter 2. Leadership Literacy: The Role of Leadership Education in the Attraction, Retention, and Succession Planning of Future Leaders; Amanda Samson and Daniela Acquaro
- Chapter 3. Retaining Teachers in the Profession in Australia and Sweden: A Comparative Analysis; Adam Taylor, Pauline Thompson, and Sandra Lund
- Chapter 4. Developing Teachers’ Spatial Competency: A Tripartite Model of Professional Learning and Development; Marian Mahat
- Section 2: Reimagining Educational Practices in Challenging Contexts
- Chapter 5. Towards Culturally Responsive, Trauma-Informed Education: Navigating Social Complexity in Australian Schools; Monique Langley-Freeman, Jack Greig, Tom Brunzell, Jessica Gannaway, and Melitta Hogarth
- Chapter 6. Speculating on and with GenAI: Responsive and Responsible Postdigital Pedagogies; SWISP Lab, Sarah Healy, Kathryn S. Coleman, and Vanessa Riley
- Chapter 7. Teaching in the Anthropocene: Navigating Educational Realities in Times of Crisis; SWISP Lab, Kathryn S. Coleman, and Sarah Healy
- Section 3: Professional Learning to Meet the Needs of the Profession
- Chapter 8. Engaging Vulnerable Children in Education: The Role of Professional Learning to Support Leaders and Teachers; Helen Stokes, Tom Brunzell, and Robert Sbaglia
- Chapter 9. Building Knowledge and Capacity: Highlighting the Professional Agency of Teachers; Bree Hurn, Helen Cozmescu, and Martina Tassone
- Chapter 10. Reflections on the Development of a Professional Learning Capstone: Why it Matters; Pip Robinson
- Chapter 11. Teacher Education as a Site for Critical Conversations on Continuity of Learning Practices; Natasha Ziebell, Jane Page, Larissa McLean Davies, Jessica Gannaway, Michele Hinton Herrington, and Sue Mentha
Helen Stokes is Professor of Education in the Faculty of Education at the University of Melbourne, Australia.
Larissa McLean Davies is Professor of Teacher Education at the Faculty of Education, University of Melbourne, Australia.