Work

How dilemmatic spaces are constructed: Assuming, assigning, and justifying positions in early career teachers’ literacy teaching in low socio-economic status schools

Year: 2026

Type: article

Abstract: Early career teachers (ECTs) in low socio-economic status (LSES) primary schools often teach literacy under strong accountability and benchmark pressures. Prior research has commonly treated these challenges as discrete problems solvable through better instructional decisions. Drawing on dilemmatic space theory and Cultural-Historical Activity Theory (CHAT), this study reconceptualises ECTs' literacy teaching as shaped by intensified contradictions within and across activity systems. Semi-structured interviews with twelve Australian ECTs identified five recurrent dilemmatic spaces concerning curriculum narrowing, student capability, leadership data demands, parent–teacher responsibility, and year coordinator support and monitoring. The findings show that these spaces were constituted through ECTs' self-assumed and other-assigned positions and made visible through the justificatory accounts by which teachers explained competing obligations. The study extends dilemmatic space theory by showing how systemic tensions are mediated through ECTs’ positioning in LSES literacy contexts.

Source: Teaching and Teacher Education

DOI: 10.1016/j.tate.2026.105839

Authors: Clarence Ng, Melissa Cain, Hang Ho, Amanda Gutierrez, Rafaan Daliri-Ngametua, Peter Renshaw

Institutions: Australian Catholic University, The University of Queensland

Language: English

Topic: Teacher Education and Leadership Studies

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: hybrid

Estimated APC paid: $3,380