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Issues in Educational Research, 2020, Vol 30(2), 493-511.
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Rochelle Fogelgarn
La Trobe University, Australia

Edgar A. Burns
University of Waikato, New Zealand

Passion for teaching, considered essential to quality learning, in scholarly literature as well as popular imaginaries, may be difficult to sustain in a political climate in which performativity, compliance and managerialism dominate educational agendas. This study gathered evidence from Australian teachers who were identified by others as passionate, transformative teachers. In seeking to learn what sustains their pedagogical practice the study revealed that even passionate teachers are vulnerable to draining influences from school and sector, necessitating conscientious effort to protect themselves from burnout. This significant finding highlights the need to ameliorate forces that erode passion, commitment and resilience and to actively promote teacher wellbeing, so quality teaching practice can be sustained.
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Authors: Dr Rochelle Fogelgarn is an experienced teacher, school leader and lecturer in teacher education, specialising in classroom management, supporting the needs of all learners and teacher and student wellbeing. Her doctoral research investigated what sustains expert teachers' practice in an increasingly challenging workplace.
ORCID: 0000-0001-6485-0408
Email: r.fogelgarn@latrobe.edu.au

Dr Edgar Burns (corresponding author) has taught in the tertiary sector more than twenty years. He takes an interdisciplinary approach starting from his core sociology teaching and research roles. He recently published Theorising professions: A sociological introduction.
ORCID: 0000-0002-6645-3358
Email: edgar.burns@waikato.ac.nz

Please cite as: Fogelgarn, R. & Burns, E. A. (2020). What constrains passionate teaching? A heuristic exploration. Issues in Educational Research, 30(2), 493-511. http://www.iier.org.au/iier30/fogelgarn.pdf

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Created 30 May 2020. Last correction: 30 May 2020.
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