Australia’s teachers are predominantly Australian-born, female, and non-Indigenous. Most hail from middle-class backgrounds with urban upbringings, and are less likely to have disabilities.
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For Indigenous literature courses to be successful, Indigenous cultural safety must be centred, and commitment to teacher professional development is a must.
Looser requirements for teacher certification don’t fix teachers’ problems, which are low pay, high workload and lack of respect.
Preventing teacher burnout is a community responsibility we can address. If those who have become first responders in schools withdraw we will also see adverse effects on students.
Teachers’ optimism is strained when they know much more could be done to minimize COVID-19 safety risks in schools and to help them support student needs during COVID-19.
Les contributeurs les plus fréquents
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Director, Field Experience (Community-Based), Werklund School of Education, University of Calgary
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Associate professor, Department of Educational Studies, Brock University
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Assistant Professor in Curriculum, Teaching and Learning, Ontario Institute for Studies in Education, University of Toronto
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Professor, Faculty of Education, Memorial University of Newfoundland
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Associate Professor of Education Leadership, University of South Carolina
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Associate Professor of Education, Iowa State University
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Professor of Learning Intervention, The University of Melbourne
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Honorary Research Fellow, Melbourne Graduate School of Education, The University of Melbourne
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Senior Lecturer, Education Policy and Leadership, The University of Melbourne
