Early Career Teacherness: Accountable Cartographies for an Action Ready Australian Policy Context
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| Title: | Early Career Teacherness: Accountable Cartographies for an Action Ready Australian Policy Context |
|---|---|
| Language: | English |
| Authors: | Julianne Moss (ORCID |
| Source: | Discourse: Studies in the Cultural Politics of Education. 2026 47(2):199-218. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Foreign Countries, Beginning Teachers, Teacher Education, Educational Policy, Policy Analysis, Career Readiness, Humanism, Policy Formation |
| Geographic Terms: | Australia |
| DOI: | 10.1080/01596306.2025.2525134 |
| ISSN: | 0159-6306 1469-3739 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502916 |
| Database: | ERIC |
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