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The teacher shortage is a critical issue in many rural areas around the world. This paper presents the findings of two studies that investigated the impact of financial incentives on teacher attraction and retention in rural schools in Western China. Using the theory of compensating wage differentials and a mixed-method approach, we found that providing living subsidies to student-teachers has an impact on teacher attraction but not retention, while tuition fee and loan reimbursements have a positive impact on both attraction and retention. For teachers already teaching in rural schools, the amount of the living subsidy, satisfaction with the policy, and identification of the policy are the key factors that affect the success of the policy. We argue that for the subsidy amount to be effective, it should be based on feedback from rural teachers and be at least 15% of their monthly salary.

This paper draws on my experiences as a doctoral student undertaking a project to examine the professional adaptation of Asian immigrant teachers in Australia. Using a reflexive narrative approach, I examine how my position influenced my access to participants, the understanding of their contexts, and the nature of my relationship and interaction with the participants. The paper discusses the tensions that resulted from my insider-outsider positions and how they shaped my qualitative study's research process and outcomes. I conclude with recommendations for researchers to carefully consider the possible influence of their positionality in any research setting and its implications for informing future research.

The transnational movement of teachers has affected the education environment worldwide. Using a qualitative approach and conceptualising immigrant adaptation based on the differential adaptation theory, we examine the adaptation experiences of immigrant teachers in Australia. Our findings revealed that immigrant teachers' professional identity, the tension experienced in the adaptation process, and their sense of belonging are critical constructs that contributed to their differential adaptation experiences. Drawing on these findings, we theorise immigrant teachers' professional adaptation by presenting eight possible modes to explain immigrant teachers' experience trajectories through various combinations of these critical constructs.

This scoping review examines the literature on teaching Indigenous knowledge and perspectives in Initial Teacher Education (ITE) programmes. The study explores how these programmes integrate Indigenous knowledge and perspectives into their curriculum and pedagogy to prepare teachers to work with Indigenous students and communities. The review identifies empirical studies focusing on the experiences of ITE students, faculty, and Indigenous knowledge keepers, highlighting common themes and best practices. The findings suggest that while many ITE programmes have incorporated Indigenous knowledge and perspectives into their curriculum, there is a need for greater attention to the pedagogical approaches used to teach this knowledge. There is also a need for programmes to build stronger relationships with Indigenous communities and to ensure that Indigenous knowledge is taught by teachers/educators who have received some training in consultations with the Indigenous knowledge keepers. The study highlights the importance of ongoing reflection and evaluation of ITE programmes to ensure that they are preparing the preservice teachers confident enough to embed Indigenous content in their teaching and, at the same time, meet the needs of Indigenous students and communities.

The global mobility and migration of teachers has affected the education environment worldwide. This study examines the professional transition of immigrant teachers and finds that teacher professional identity is a critical element in a complex process of professional transition. Using a qualitative inductive approach, this study reports on the professional transition experiences of ten teachers who migrated from Asia to Australia. Findings revealed that teachers' employment status, skills and knowledge, perceived social position, and beliefs and attitudes towards teaching are significant elements of teacher identity that either enable or inhibit immigrant teachers' professional transition. The findings relate to previous research and offer an enhanced understanding of how policymakers and educational leaders can support overseas teachers as they transition into schools within the Australian context.

The Australian governments' centrepiece Indigenous strategy, the 'Closing the Gap' framework, established in 2008 to address systemic Indigenous disadvantage, is underpinned by the concept of 'school readiness', which expects Indigenous families to bring their children to school ready to learn. The education system commonly blames Indigenous culture as a contributing factor in explaining the 'Gap'. In this paper, we reverse the mirror of 'school readiness', examining what is known about the readiness of the education system to meet the aspirations of Indigenous learners. Using a meta-synthesis methodological approach, this paper provides an overview of research about the issues and challenges facing Australian schools to be ready to respond to the educational needs of Indigenous children. Findings reveal that the lack of teacher, curriculum, pedagogical, school environment and culture readiness are the four key aspects to consider. We conclude by discussing the implications and gaps in the existing Indigenous education strategies.

The international movement of teachers is a global phenomenon that has seen an increasing number of teachers moving from one country to another. Although developed countries in the West are traditionally seen as attractive migration destinations for teachers, countries in Asia, such as Singapore, are also proving to be a draw for many foreign teachers. Despite studies of the experiences of foreign teachers, there are few studies investigating the influence of cross-cultural teaching on the development of the professional identity of foreign teachers. Using a narrative inquiry approach, this study examines how the cross-cultural teaching experience of a Chinese beginning teacher in Singapore influenced the development of his professional teacher identity. The story of the participant tells of why the participant became a teacher and how the change of teaching context from China to Singapore influenced his professional identity as a teacher. The study surfaced the large cultural difference between the two countries. [ABSTRACT FROM AUTHOR]