Online Education Practices and Teaching Team Compositions in Australian Preservice Primary Science Education

Australian Initial Teacher Education (ITE) has long been marred by instability, scrutiny and high academic workloads. University wide workforce changes the proliferation of online education require ongoing consideration as these factors have potential to both enrich ITE exacerbate existing issues. As subsect ITE, preservice primary science faces unique hurdles establish student-centred, authentic practices historically delivered tenured staff in traditional face-to-face settings. This paper aims explore teaching team composition via interview survey data collected from 17 academics a Type II case study. Results showed varied, often asynchronous approaches education; punctuated elements resistance. Teaching teams were increasingly dependent on sessional staff, which resulted complex benefits detriments. Researchers administrators need work proactively determine how should be utilised structured deliver quality ITE.