1st Edition
Understanding Australian Teachers’ Success Strategies Narratives of Motivation and Resilience
Chapter 1: Conceptualising and Contextualising Australian Teachers’ Success Strategies
Introduction
The international NARRES study
The Australian research project
The research design
Data collection
Data analysis
Research ethics
The book
Conclusion
References
Recommended further reading
Chapter 2: Teachers as Designers for Learning
Introduction
Selected literature
Design and teaching
Design cycles, frames and activities
Design expertise and the basic psychological needs of teachers
Data analysis
Teachers framing their design for learning
Cycles of design for learning
Implications
Conclusion
References
Recommended further reading
Chapter 3: Teachers as Emotional Labourers
Introduction
Selected literature
Data analysis
Complexities
Challenges
Contradictions
Comforts
Implications
Conclusion
References
Recommended further reading
Chapter 4: Teachers as Narrative Constructors and Deconstructors
Introduction
Selected literature
Data analysis
Complexities
Challenges
Contradictions
Comforts
Implications
Conclusion
References
Recommended further reading
Chapter 5: Teachers as Pandemic Navigators
Introduction
Selected literature
Data analysis
Complexities
Challenges
Contradictions
Comforts
Implications
Conclusion
References
Recommended further reading
Chapter 6: Teachers as Policy Refractors
Introduction
Selected literature
Data analysis
Audrey: A case of complexities, challenges, contradictions and comforts
Complexities
Challenges
Contradictions
Comforts
Implications
Conclusion
References
Recommended further reading
Chapter 7: Teachers as Relationship Brokers
Introduction
Selected literature
Data analysis
Complexities
Challenges
Contradictions
Comforts
Implications
Conclusion
References
Recommended further reading
Chapter 8: Teachers as Self-Regulated Learners
Introduction
Selected literature
Data analysis
Complexities and comforts
Challenges and comforts
Contradictions and comforts
Implications
Conclusion
References
Recommended further reading
Chapter 9: Teachers as Situated Ethicists
Introduction
Selected literature
Data analysis
Complexities
Challenges
Contradictions
Comforts
Implications
Conclusion
References
Recommended further reading
Chapter 10: Teachers as Teaching Idealists
Introduction
Selected literature
Data analysis
Complexities
Challenges
Contradictions
Comforts
Implications
Adhering to social conscience
Believing in the ideal of education and the societal value of effective teaching methodology
Building and working on relationships (Connections)
Finding and Maintaining Professional Satisfaction and Purpose
Sustaining Passion
Conclusion
References
Recommended further reading
Chapter 11: Teachers as Technology Reframers
Introduction
Selected literature
Data analysis
Complexities
Challenges
Contradictions
Comforts
Implications
Conclusion
References
Recommended further reading
Chapter 12: Celebrating Teachers: Lessons for Teachers and Teaching Nationally and Globally
Introduction
Value-driven success strategies
Agentic success strategies
Adaptable success strategies
Relational success strategies
Discussion
Conclusion
References
Recommended further reading
Appendix: Interview Protocol: Emotional Experiences of Australian Teachers
Biography
Karen L. Peel is a Senior Lecturer in the School of Education at the University of Southern Queensland, Australia. She is an experienced teacher, having taught in Australian schools across decades of educational transformations. Her research interests include implementing practices for effective teaching and self-regulated learning.
Deborah L. Mulligan is an Honorary Postdoctoral Researcher at the University of Southern Queensland, Australia. Her research interests include gerontology, where she has published on older men and suicide ideation. Deborah has a strong interest in community capacity-building through examining marginalised societal cohorts.
R. E. (Bobby) Harreveld is Professor Emerita at Central Queensland University, Australia. Her interests include socio-cultural understandings of education in diverse contexts; research education and ethics (politics, theory, practice); professional and vocational education and employment transition pathways; and distance, open and online teaching and learning.
Nick Kelly is Associate Professor in Design Science in the School of Design at Queensland University of Technology, Australia. He conducts interdisciplinary research across the fields of design and education, with a focus upon design cognition and design science in teacher education and schooling.
Patrick Alan Danaher is Professor in Education in the School of Education at Excelsia University College, and Professor Emeritus at the University of Southern Queensland, Australia. His research interests include academics’, educators’ and researchers’ work and identities, and education research ethics, methods, politics and theories.
"The book provides a reflection quality, writ large, where the authors and teachers they interviewed offer a tantalising narrative for teacher education, interweaving scholarship and teachers’ voices while describing insights that extend complexities and clarify contradictions (e.g., actions), challenges (e.g., policy), and comforts (e.g., institutions). The book is an asset to the international NARRES project providing Australia as context, highlighting resilience (variously), and offering a strong example of narrative as reflection both theoretically and practically."
Associate Professor Robert C. Kleinsasser, Mary Lou Fulton College for Teaching and Learning Innovation, Arizona State University, United States; Co-Editor-in-Chief of Teaching and Teacher Education (2019–2024)
"This book is both a celebration of teachers and teaching and a sophisticated analysis and evaluation of the current zeitgeist of the profession. A ‘must-read’ for aspiring teachers and those who work beside them."
Associate Professor Glenda McGregor, Deputy Head of School (Learning & Teaching), School of Education & Professional Studies, Griffith University, Australia
