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Supporting Teachers as a Wicked Problem

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Online Learning Networks for Pre-Service and Early Career Teachers

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Abstract

This chapter is focused on understanding the particular needs of supporting PSTs and ECTs as a contemporary wicked problem, which helps to suggest new insights into the design, implementation, and analysis of communities to provide such support. The chapter touches on a number of key issues in teacher education research, including high attrition rates, the need for well-prepared teachers in diverse geographical settings, and frequent and insecure employment contracts for many beginning teachers.

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Authors and Affiliations

  1. Australian Digital Futures Institute, University of Southern Queensland, Toowoomba, Australia

    Nick Kelly

  2. Science and Engineering Faculty, Queensland University of Technology, Brisbane, Australia

    Nick Kelly

  3. Department of Pedagogy and Psychology, University of Lleida, Lleida, Spain

    Marc Clarà

  4. Learning Academy, Charles Sturt University, Wagga Wagga, Australia

    Benjamin Kehrwald

  5. Faculty of Business, Education, Law and Arts, University of Southern Queensland, Toowoomba, Australia

    Patrick Alan Danaher

  6. School of Education and the Arts, Central Queensland University, Rockhampton, Australia

    Patrick Alan Danaher

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  1. Nick Kelly
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  2. Marc Clarà
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  3. Benjamin Kehrwald
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  4. Patrick Alan Danaher
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Kelly, N., Clarà, M., Kehrwald, B., Danaher, P.A. (2016). Supporting Teachers as a Wicked Problem. In: Online Learning Networks for Pre-Service and Early Career Teachers. Palgrave Pivot, London. https://doi.org/10.1057/978-1-137-50302-2_2

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  • DOI: https://doi.org/10.1057/978-1-137-50302-2_2

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  • Publisher Name: Palgrave Pivot, London

  • Print ISBN: 978-1-137-50301-5

  • Online ISBN: 978-1-137-50302-2

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