Exploring human resource management practices in university initial teacher education: An analytical framework

Abstract

This article analyzes the approach of human resource management (HRM) and its practice in teacher education, exploring the effect that the casualization of academic staff at universities has on initial teacher education and vice versa. Drawing on a framework based on criteria of HRM practices, antecedents, and organizational commitment within the confines of academic identity, the article reviews the literature, considering the changing context of teacher education in Ireland, and explores the HRM concerns of part-time teacher education employees within this analytical framework. The article concludes by highlighting key issues and challenges in unbundling the traditional HRM approach, particularly in the context of educational research and the imperative of doing so within the evolving teacher education landscape.