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. |
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| Authors: | Moss, Julianne1 (AUTHOR), McCandless, Trevor1 (AUTHOR) t.mccandless@deakin.edu.au, Chandir, Harsha1 (AUTHOR) |
| Source: | Discourse: Studies in the Cultural Politics of Education. Apr2026, Vol. 47 Issue 2, p199-218. 20p. |
| Subject Terms: | *Beginning teachers, *Education policy, *Teacher development, *Teacher retention, *Education theory, *Teachers, *Teacher induction, Policy analysis |
| Geographic Terms: | Australia |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| 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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01596306 |
| DOI: | 10.1080/01596306.2025.2525134 |
