Teacher shortages: a social justice perspective on an Australian teacher education policy

Abstract

ABSTRACT Australia and much of the Global North are facing a teacher shortage crisis. In this paper, we examine the most recent (2023) Australian education policy response to the crisis that ties this crisis to Initial Teacher Education (ITE): Strong Beginnings: Report of the Teacher Education Expert Panel (TEEP). Social justice imperatives related to economic, cultural, and political justice are used in this paper not only to explore the contents of this policy but also to think about the problem beyond borders. The policy focus, we argue, has shifted towards greater government regulation and intervention into ITE programs than ever before and that such moves work to undermine teacher professionalism. Whilst issues of student and teacher diversity are raised within some aspects of the policy, systemic social justice issues for education related to poverty, ethnicity, gender, teacher and student voice, and workplace justice are not adequately addressed. There is also little recognition within this policy that some schools are much harder to staff than others. In presenting this critical analysis, we offer ways forward for social justice imperatives to be realised within Australian ITE policy and the broader global teacher shortage crisis.