Understanding Australian Teachers' Success Strategies

Narratives of Motivation and Resilience
1. Auflage 2026
ISBN: 978-1-032-89512-3
Verlag: Taylor & Francis Ltd

Buch, Englisch, 200 Seiten, Format (B × H): 156 mm x 234 mm

This book presents new insights into the success strategies of Australian teachers. It analyses interviews with 42 experienced teachers across a range of school contexts to examine ‘what works’ in those contexts. The authors organise teachers’ work and identities around 10 distinct roles: designers for learning, emotional labourers, narrative constructors and deconstructors, pandemic navigators, policy refractors, relationship brokers, self-regulated learners, situated ethicists, teaching idealists and technology reframers.

The chapters explore two separate but interrelated arcs of analysis simultaneously. Teachers’ work is examined around four nodes: complexities, challenges, contradictions and comforts. Five dimensions of that work are considered as well: psychosocial; profession and professionalism; changes and continuities; naming, framing and shaming; and teaching by design. The Australian study is part of a five-nation international research project focused on teacher motivation and resilience, with the other countries including Brazil, Chile, Ecuador and Spain. The authors are affiliated with the University of Southern Queensland, Central Queensland University and the Queensland University of Technology.

What emerges is the understanding that Australian teachers acknowledge the challenging complexity of their work, while they mobilise their constrained agency in innovative ways in diverse contexts. Their success strategies cluster around four distinct types – value-driven, agentic, adaptable and relational – with important implications for current and future teachers alike. It is an essential read for both in-service and pre-service teachers, as well as a viable resource for education researchers and research students, and general lay readers with an interest in the future of education.

Zielgruppe

Postgraduate and Professional Reference

Autoren/Hrsg.

Mulligan, Deborah L.

Peel, Karen L.

Kelly, Nick

Harreveld, R. E. (Bobby)

Danaher, Patrick Alan

Harreveld, R. E. (Central Queensland University

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

Chapter 1: Conceptualising and Contextualising Australian Teachers’ Success Strategies

Abstract

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 Abstract 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 Abstract Introduction Selected literature Data analysis Complexities Challenges Contradictions Comforts Implications

Conclusion

References Recommended further reading

Chapter 4: Teachers as Narrative Constructors and Deconstructors Abstract Introduction Selected literature Data analysis Complexities Challenges Contradictions Comforts Implications

Conclusion

References Recommended further reading

Chapter 5: Teachers as Pandemic Navigators Abstract Introduction Selected literature Data analysis Complexities Challenges Contradictions Comforts Implications

Conclusion

References Recommended further reading

Chapter 6: Teachers as Policy Refractors Abstract 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 Abstract Introduction Selected literature Data analysis Complexities Challenges Contradictions Comforts Implications

Conclusion

References Recommended further reading

Chapter 8: Teachers as Self-Regulated Learners Abstract 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 Abstract Introduction Selected literature Data analysis Complexities Challenges Contradictions Comforts Implications

Conclusion

References Recommended further reading

Chapter 10: Teachers as Teaching Idealists Abstract Introduction Selected literature Data analysis Complexities Challenges Contradictions Comforts Implications

Conclusion

References Recommended further reading

Chapter 11: Teachers as Technology Reframers Abstract 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 Abstract 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

Über Autor(innen)

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.