Undercooked or Over Easy? Perceptions of Initial Teacher Educators on the Growth of Alternative Authority to Teach Contracts

Oct 15, 2026

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The study investigates perceived impacts of Alternative Authority to Teach (AAT) contracts on the teaching profession as viewed by university lecturers in Initial Teacher Education (ITE). Using phenomenological qualitative semistructured interviews with eleven university lecturers, it identifies two main concern areas: issues involving students and employers, and issues involving PSTs and universities. Findings indicate lecturers feel their voices are excluded from negotiations between schools and registering bodies.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Abstract

Background

Teacher Attrition

AAT Contracts and ITE Provision

Undercooked or Over Easy? Perceptions of Initial Teacher Educators on the Growth of Alternative Authority to Teach Contracts Sharon Louth Linda Mahony University of the Sunshine Coast Abstract: The practice of employing pre-service teachers (PST) in schools prior to the completion oftheir teacher training, has grown over the last three years as the teacher shortage across Australia and the world worsens. This study examines the perceived impact of Alternative Authority to Teach (AAT) contracts on the teaching profession through the lens ofuniversity lecturers working within the Initial Teacher Education (ITE) space. This phenomenological research sought to gain a wider understanding of the impact ofAAT contracts on ITE stakeholders and their PST. Qualitative semistructured interviews were conducted with eleven university lecturers. A thematic analysis of the discourse arising from these interviews was conducted and found two distinct areas of concern, those relating to the student and employer, and PSTand the university. University lecturers unanimously felt their voices were not heard, since they were not given a seat at the negotiation table between schools and registering bodies, prior to PSTs undertaking a teaching contract. These findings demonstrate the need for strategies that engender greater awareness of and support for PST working in the school system while studying. The combined voices of Initial Teacher Educators call for all stakeholders to be actively involved in the implementation of a holistic, purposeful and accountable approach to addressing the teacher shortage in sustainable, future focused endeavours. Key Words-Pre-service teachers; teacher shortage; Phenomenological study; ITE providers; AAT pathways Background Currently education providers worldwide are facing unprecedented staffing shortages where early childhood services and schools are struggling to employ qualified teachers to teach across early childhood, primary and secondary school sectors. It is predicted that an additional 44 million teachers will be needed worldwide by the year 2030 (UNESCO, 2024) . This is approximately half of the current teacher workforce. The teacher shortage in Australia, which is the context of this study, has intensified too because of increasing population, declining ITE enrolments (Geiger & Pivivarova, 2018; Sims, 2020), an ageing teacher workforce, the competitive global teaching market, and the ongoing impacts ofthe COVID- 19 pandemic (Australian Government Department of Education, 2022 ; Gore & Rickards, 2021; Heffernan et al., 2022; Stacey et al., 2022; Sullivan et al., 2021), and teacher attrition. It is predicted Australia will be short of 4,100 teachers by 2025 (Australian Government Department of Education, 2022) . A teacher shortage threatens quality education and lifelong learning opportunities for all (United Nations, 2015). In this paper, we refer to quality education as described by Sustainable Development Goal 4 (United Nations, 2015) as ensuring inclusive and equitable education to promote lifelong learning opportunities. We argue that schools being staffed by not yet qualified teachers who may not have developed their craft threatens inclusive and equitable education for all impacting and potentially limiting school and training completion rates, literacy and numeracy skills. Australia has engaged in a National School Reform to promote equity and excellence with the aim for all young Australians to become “successful learners, confident and creative individuals and active and informed citizens”(Australian Government Department of Education, 2018, p. 3). Without qualified teachers in schools, these aspirational aims may be unrealistic and unachievable for many educational institutions. Increasingly PSTs are being employed on an AAT contract whilst they are still studying towards achieving their ITE degree. However, little is known about PSTs commencing teaching before th

FAQs

What is the main focus of the study?

The study examines perceptions of the impact of Alternative Authority to Teach (AAT) contracts on initial teacher education and the teaching profession.

How was the research conducted?

Qualitative phenomenological semistructured interviews were conducted with eleven university lecturers working in the ITE space.

What concerns did the university lecturers identify?

The thematic analysis found concerns related to students and employers, and concerns related to PSTs and universities, including lecturers feeling unheard in negotiations.

Oct 15, 2026

Upload by Kurz