The current evaluation study investigated the results of a professional development initiative for subject specialist teachers seconded to a leadership role in their curriculum areas. The authors used a mixed method approach utilised both quantitative and qualitative data to investigate understandings of the pilot programme from three perspectives: (a) the Senior Subject Adviser ; (b) the managers of the School Support Services hosting the Senior Subject Adviser in their regions; and (c) the teachers whom Senior Subject Adviser supported.

The goal of this study was to examine the lived experiences of teachers newly appointed to rural or remote schools in Western Australia to understand their experiences and responses. Rural/remote teachers reported a high incidence of stress and coping strategies. Teachers demonstrate a diversity of direct-action, palliative and avoidant coping strategies focused on management of emotions, health and wellbeing.

The goal of the present study was to explore and describe which aspects of a school–university research network play a role in processes of developing, sharing and using knowledge based on research by Master’s students. The authors combined three perspectives on a network to better understanding of knowledge processes that take place within school–university research networks. A coding system was developed to analyze aspects that play a role in knowledge processes within a school–university research network. Fifteen aspects of a school–university research network were recognized in the processes of developing, sharing and using knowledge based on research by Master’s students

This study examines the participation of preservice teachers in community-based organizations (CBOs) and the outcomes of this innovation on their opportunities to learn. Through this research, the authors aim to advance the field of teacher education’s understanding of community experiences, and in particular to highlight the ways in which partnerships with community organizations advance the preparation of teachers. The findings highlight specific dimensions of teachers’ participation in CBOs and indicate ways in which the community experiences added to the resources for learning provided by the teacher education program.

This article explores the experiences of two arts educators, both of who are described as early career researchers at the university level. Furthermore, the paper investigates the events, personal and social conditions, places, and the subsequent joys and challenges they encountered in their progression from secondary school teachers to arts educators. The authors conclude with a number of recommendations concerning the transition from school teaching to becoming a novice university academic in the field of education