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How Are Teacher Shortages in Hardest-to-Staff Schools Represented in (Inter)National Policy Documents from England and Australia?
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- Author(s): Reece Mills (ORCID
Reece Mills (ORCID 0000-0002-2156-7677 ); Terri Bourke (ORCIDTerri Bourke (ORCID 0000-0001-7298-9637 ); Martin Mills (ORCIDMartin Mills (ORCID 0000-0003-2168-3536 ); Simone White (ORCIDSimone White (ORCID 0000-0002-5014-2977 ); Lisa van Leent (ORCIDLisa van Leent (ORCID 0000-0002-8720-545X )- Language:
English- Source:
Asia-Pacific Journal of Teacher Education. 2024 52(3):288-300.- Publication Date:
2024- Document Type:
Journal Articles
Information Analyses - Language:
- Additional Information
- Availability: Taylor & Francis. 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
- Source: 13
- Subject Terms:
- Subject Terms:
- Accession Number: 10.1080/1359866X.2024.2323941
- ISSN: 1359-866X
1469-2945 - Abstract: Teacher shortages are a significant global problem disproportionally affecting "hardest-to-staff" schools and subjects. To better understand (inter)national policy responses to teacher shortages, this paper uses a Bacchian-inspired approach to critically examine proposals suggested as solutions in policy documents from England and Australia, and thus how the problem is being thought about especially in relation to hardest-to-staff contexts. We contend that the problem representations in the policy documents are narrowly conceived and need to be considered differently through the lenses of (re)professionalisation and social justice.
- Abstract: As Provided
- Publication Date: 2024
- Accession Number: EJ1424809
- Availability:
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