The Australian Professional Standards for Teachers (APST) articulate the professional knowledge, practices and engagement expected of teachers across four career stages: Graduate, Proficient, Highly Accomplished and Lead. This research investigated the perspectives of Proficient primary school teachers on the APST, guided by an interpretive paradigm, utilising grounded theory methods of data collection and analysis. Findings reveal important implications for policy and practice: the APST provides support and shapes teacher practice and career development. However, the effectiveness of the APST is dependent on factors such as school expectations, the availability of resources and the inclusion of the human qualities of teachers.
|Award date||1 Jun 2021|
|Publication status||Unpublished - 2021|