Teachers talking difference: teacher education and the poetics of anti-racism

This paper reports on a case study which explores the experiences of two teachers of ethnic difference working in secondary schools in rural Australia. In seeking an alternative way of telling their stories, transcript poems have been constructed from data obtained through semi-structured interviews with the teachers. The poems highlight the teachers' experiences of marginalisation and racism and their responses to their positioning in mainly white Anglo-Australian school communities. The study raises particular concerns about the effects of professional and cultural isolation on young and inexperienced teachers of ethnic difference as well as the need to view teacher education as an important site for the development of greater cultural awareness in "mainstream" teacher education students.

Making difference count: a demographic study of overseas born teachers

This article reports on the findings of a demographic study which is part of an Australian Research Council funded case study. It seeks to better understand the experiences and challenges facing teachers who are overseas born and educated non-native speakers of English. The investigation has been carried out in Victorian government metropolitan, regional city and rural secondary schools. A statewide survey has provided data about this previously `invisible' population of teachers, their demographic location, their qualifications, backgrounds and the nature of their teaching experiences. The findings raise a number of concerns in relation to overseas born teachers of ethnic difference in rural schools where cultural and professional isolation may be of particular concern. We explore some of the implications for teacher education in the light of increasing numbers of overseas born students entering teacher education courses.

Talking to effective teachers of primary science

Focuses on teaching principles and practices of Australian primary science teachers as part of the School Innovation in Science (SIS) program in Victoria, Australia. Inadequacy of traditional teaching in developing and changing student's science understandings; Case descriptions of effective teachers in primary science; Analysis of the case descriptions and the implication of results for educational practice.

Teachers reactions to outcomes-based music education in South African primary schools

This article examines the reactions of specialist music teachers to the introduction of Outcomes-Based Education (OBE) in South Africa. OBE has been seen in post-apartheid South Africa as a way to transform education and address the imbalances of the past. The study reported here used questionnaires to explore attitudes of teachers at independent schools in Johannesburg in the first year of implementing OBE. Analysis of data revealed both positive and negative attitudes as well as the strong need for teachers professional development if OBE is to succeed.

Teachers and computers for secondary mathematics

In the first stage of a three-year study in which the effects of using computers for the teaching and learning of mathematics are being explored, a questionnaire was developed and administered to teachers of students in grades 7–10 in a representative sample of co-educational post-primary schools in Victoria, Australia. Using open and closed response formats, the information sought included data on the teachers' professional backgrounds, computer ownership and use, and their beliefs and practices in using computers for the teaching of mathematics. In this article, findings related to ownership, professional development, perceptions of technological skills, beliefs about the efficacy of computer use in mathematics, and data on how teachers are using computers for teaching secondary mathematics are presented and discussed.

Self-reported work and family stress of female primary teachers

Stress arising in the domain of work and family can have a cumulative effect, and can spill over across the domains. The work-family interface has  received little attention in teacher stress research, therefore the present study aimed to investigate work and family stress among teachers. Self-report questionnaires were distributed to 102 female, primary teachers from government schools in the Geelong area. Responses were used to: (a) identify the major work and family stressors; (b) identify the contributions of perceived work and family stress to perceived global stress; and (c) explore the impact that work and family stress have on each other. Overall the teachers reported moderate levels of global, work and family stress. Time and workload pressure was the major work stressor, and responsibility for child rearing the major family stressor. Work stress and home stress both impacted on each other. The implications of the findings were discussed.

Teachers' work hours, work-family conflict and health: the mediating effects of perceived control and organisational support

Teachers are among those working longer hours more than ever before. the implications of these long hours on teachers' health, through work-family conflict, control over hours worked and organisational support were investigated. 120 teachers, of whom 91 (59.3% female) reported
working in excess of 37 1/2 hours in the week prior, participated in the study. Long hours, work-family conflict, control and organisational support, explained 69% of the variance in health. There was no direct effect of long worked hours on health however long hours did have a direct impact on work-family conflict, organisational support, and control and, through
these, teachers' health. Work-family conflict exerted a direct negative impact on health. These findings are discussed in individual and organisational tenns.

Just 'good and bad news'? Disciplinary imaginaries of head teachers in Australian and English print media

Australian and English print media are actively engaged in producing reports that claim to find the 'best schools', the 'real state of education', and 'star head teachers'. This article considers the production of knights and dames, maverick heads and struggling schools. It argues that some of these stories are clearly the products of departmental press bureau activities and policy agendas. It shows, however, that even those stories intended to critique government policy support paradoxically a notion of the singular importance of the headship and the virtues of heroic leadership. It is suggested that the simulacrum of the heroic head works as a normative disciplinary device for performative and market practices and is singularly off-putting to both serving and aspirant school leaders.

Speaking of gender: teachers' metaphorical constructs of male and female students

This article explores the images and metaphors that teachers use when speaking of their relations with students and examines how these images work to call into play particular constructs of gender relations. Of specific interest is the way teachers use binaries of open/closed, in control/out of control and maturity/immaturity to make sense of feminine and masculine conduct respectively. It is argued that such binary differentiations work not only as descriptors of `truths' concerning student-teacher relations, but also as means of constituting and normalizing particular forms of gender  relations. Implications of such metaphorical constructions for gender reform within schools are considered.

(Im)plausibilities: a rhizo-textual analysis of policy texts and teachers' work

In this paper I argue for the use of Deleuzian theories in educational contexts. In particular, I am interested in the use of the concept of rhizomes, and the analysis of texts as rhizomes, drawing on Deleuze and Guattari's work in A Thousand Plateaus (1987). I discuss the possibilities for using rhizomatics in educational contexts through an exploration of the construction of an 'apparatus of social critique' (Buchanan, 2000). I then describe a rhizomatic understanding of the relationships between teachers and policy texts, which can disrupt commonsense understandings of these relations. I provide examples from my own research (Honan, 2001) of a rhizo-textual analysis of policy texts. This rhizo-textual analysis involved an exploration of the construction of the subject position, teacher, within one policy text, as well as a mapping of two teachers' readings of this text. The paper concludes with a discussion of the implications for using Deleuzian theory in educational contexts, implications for both policy developers and educational researchers.

Teachers as bricoleurs : producing plausible readings of curriculum documents

This paper describes teachers as bricoleurs who are professionals engaging in rigorous theoretical work as they construct meaningful assemblages of classroom practice. The author uses examples of two teachers taking up critical literacy discourses in their teaching and conversations to explain the construction of the teacher as bricoleur. Drawing on work by Deleuze and Guattari, a rhizotextual analysis of data is undertaken to explain the connections between the disparate discourses used by the two teachers and the documents of the Queensland English Syllabus. This understanding of the professional work of teachers negates assumptions about teachers as atheoretical and blind followers of departmental policies and curriculum directives. The author concludes with a description of one method for giving teachers the time and reflexive space to theoretically engage with issues surrounding their professional practice.

The power of the 6 three model for enhancing academic teachers' capacities for effective online teaching and learning: benefits, initiatives and future directions

To gain the full educational benefits of the major new investments in corporate technologies supporting online teaching and learning it is argued that a strategic, systems based approach to academic professional development (APD) is required. Such an approach requires a clear view of the key areas of potential and enduring teaching and learning benefit which can be realised from online developments, including an understanding of the changing role of the academic teacher in higher education, the identification of the desired professional capacities to educate online, and the implementation of a number of coordinated initiatives to develop these professional capacities in order to engage constructively with the learning and technology opportunities. Based on previous work, we propose a 6three model of Academic Professional Capacities Development for effective APD of online teaching and learning. The model can help inform the actions of policy makers, executives and practitioners in ways that promote an authentic learning organisation.