Improving teacher induction: Examining the induction experiences of precariously employed early career teachers

About This Project 

The current teacher shortage crisis presents a serious threat to Australia’s commitment to create a world class education system. Fuelled by rising student numbers and declining enrolments in initial teacher education programs, the shortage of teachers is dire and has been exacerbated by the COVID19 pandemic. Induction programs, which combine elements of orientation, mentoring and professional development, are a critical tool in ensuring new teachers remain in the profession. Although used in different ways across schools and education systems, induction practices can help teachers to develop their professional skills, increase their connection to the school community and gain confidence in the classroom. However, for the majority of beginning teachers, access to induction programs is restricted due to the casual nature of their initial employment.

This project will examine the induction experiences of early career teachers employed on casual or fixed term contacts. Using illustrative case studies of early career teachers across Australia, it will help to develop an understanding of the challenges and experiences that new teachers’ face as they enter the profession. The findings will be instrumental in guiding policy and practice to deliver consistent and effective induction experiences which support new teachers to overcome these challenges and thrive within the classroom. This project will address the biggest issue currently facing schools and teachers, and the successful candidate will have the opportunity to achieve this through working with a team of high quality, international-recognised interdisciplinary researchers from 5 leading Australian Universities. They will be embedded within the Centre for Research in Educational and Social Inclusion (CRESI), one of the largest educational research centres in Australia, which provides an exciting and effective research environment, offering opportunities for academic development and career advancement.

What you’ll do

In this project-based PhD the candidate will undertake illustrative case studies of precariously employed early career teachers across Australia. There will be a number of outcomes from this project:

• It will be conducted by embedding a number of publications into the thesis
• There is the potential for public engagement via the media and blogs (eg The Conversation)
• Importantly, this study will contribute towards policy alternatives to help education systems better support insecure early career teachers.

Upon completion of this project, the candidate will be able to design and lead their own research projects and collaborate meaningfully with research colleagues and industry partners. They will have the ability to make theoretical contributions and form practical frameworks for translating research findings into meaningful practice. Additionally, they will have developed strong research integrity and ethical values and have the skills to effectively disseminate the findings of their future studies to a wide range of audiences. As a member of the Centre for Research in Educational and Social Inclusion (CRESI) and through their collaboration with industry partners, they will have highly desirable networking and skill development opportunities to advance your career.

Some travel will be required.

Where you’ll be based

The successful candidate will be based at the Centre for Research in Educational and Social Inclusion (CRESI), which is one of the largest research centres in the world to focus on generating new knowledge about issues related to educational and social inclusion. CRESI has a long history of developing and building an impactful research program. Its research seeks to understand the barriers to inclusion and offers educationally and socially inclusive alternatives that have impact. They will have a unique opportunity to work with a team of international experts from a number of other universities as part of an Australian Research Council funded Discovery Project.

Supervisory Team

• Dr Neil Tippett – Principal Supervisor
• Professor Anna Sullivan – Co-supervisor

Financial Support

This project is funded for reasonable research expenses. Additionally, a living allowance scholarship of $29,863 per annum is available to eligible applicants. Australian Aboriginal and/or Torres Strait Islander applicants will be eligible to receive an increased stipend rate of $46,653 per annum (2023 rates). A fee-offset or waiver for the standard term of the program is also included. For full terms and benefits of the scholarship please refer to our scholarship information for domestic students or international students.

Eligibility and Selection

This project is open to application from both domestic and international applicants.

Applicants must meet the eligibility criteria for entrance into a PhD. 

All applications that meet the eligibility and selection criteria will be considered for this project. A merit selection process will be used to determine the successful candidate.

The successful applicant is expected to study full-time and to be based at our Magill campus in the heart of Adelaide.  Additionally, applications from students studying externally will also be considered.

Essential Dates 

Applicants are expected to start in a timely fashion upon receipt of an offer.  Extended deferral periods are not available. Applications close on Monday, 27 March, 2023.