Different implementation approaches to the new English syllabus
Issue: Semester 1 2024
English Head Teachers, Emma Campbell, Steve Henry, and Rosemary Henzell, share the motivators and contextual variables that were the driving…
Learning in the early years: Do, perform, portray – play!
Issue: Semester 1 2024
Kathy Rushton and Joanne Rossbridge outline the theory and research about young children’s language and literacy development through play; and…
Teachers’ work and working conditions: Collaborating to drive change
Issue: Semester 2 2023
Susan McGrath-Champ et al. introduce a series of articles on teachers’ work and working conditions. Their work provides an update…
Teachers’ voices and their unions
Issue: Semester 2 2023
Mihajla Gavin et al. address the importance of teacher unions as the collective voice of teachers to counter policies that…
Temporary teachers and precarious work
Issue: Semester 2 2023
Meghan Stacey et al. provide a historical context to the introduction of the temporary teacher category and its implications of…
The impact of devolutionary reform on teachers and principals
Issue: Semester 2 2023
Scott Fitzgerald et al. reflect on the shift from centralised decision-making to increased school autonomy and the resultant impact on…
Teacher workload and intensifying demands
Issue: Semester 2 2023
Rachel Wilson et al. provide insights into teachers’ work through research, including interviews, workshops and questionnaires. . . It won’t…
Supported Students Means Supported Teachers
Issue: Semester 2 2023
Emma Bruce provides a special education teacher’s insight on working with students with a disability. . . As teachers of…
How we move through our (digital) classrooms- developing an engaging digital pedagogy
Issue: Semester 2 2023
Marnie Etheridge shares the possibilities of digital pedagogies for teaching English to senior students. . . English teaching has always…
Do Not Try This Alone: The Importance of a Professional Learning Collective
Issue: Semester 1 2023
Professor Tony Loughland and Professor Mary Ryan explain why teacher collective efficacy is a vital part of their professional learning…