The early phases of teachers’ professional careers are multi-layered and informed by many factors, including teachers’ values, their own experiences in schools, and the nested contexts of their professional employment. While in teachers’ everyday lives government policies sometimes operate beneath the surface rather than overtly, these policies influence many teachers’ experiences, contributing significantly to what critical discourse analysis scholars call the ‘issue’ of teachers’ available subjectivities being influenced by prevailing ideologies as they are newly entering the profession. In this analysis, we activate critical discourse analysis in order to offer new understandings about policies and contexts associated with new teachers entering the profession. Our analysis is significant in its co-consideration of policies from contexts that we see as experiencing the influence of neoliberal ideologies in different ways. As critical discourse analysis is transdisciplinary, it also offers chances to transcend boundaries of politics and culture to inquire into social wrongs as we actually experience them in a world that is globally connected and globally influenced. The significance of this analysis, then, lies with the continued questioning we hope that it, and others like it, make possible.

教师职业生涯的早期阶段是多层的，并受到许多因素的影响，包括教师的价值观，他们在学校的经历以及他们职业就业的嵌套环境。尽管在教师的日常生活中，政府政策有时是在表面下而不是公开地运作，但这些政策影响了许多教师的经历，这为批评性话语分析学者称之为“教师的可用主体性问题”的做出了重大贡献，而这些主体受到主流意识形态的影响。正在新进入该行业。在此分析中，我们激活批判性语篇分析，以提供对与新教师入职相关的政策和背景的新理解。我们的分析对我们从不同的角度对新自由主义意识形态产生影响的背景下对政策的共同考虑具有重要意义。由于批评性话语分析是跨学科的，因此它还提供了超越政治和文化边界的机会，可以探究社会错误，因为我们在一个全球联系和全球影响的世界中实际体验到它们。因此，这种分析的意义在于不断的质疑，我们希望它以及其他喜欢它的人能够实现。当我们在一个全球联系和全球影响的世界中实际体验到社会错误时，它也提供了超越政治和文化界限的机会，以探究他们的错误。因此，这种分析的意义在于不断的质疑，我们希望它以及其他喜欢它的人能够实现。当我们在一个全球联系和全球影响的世界中实际体验到社会错误时，它也提供了超越政治和文化界限的机会，以探究他们的错误。因此，这种分析的意义在于不断的质疑，我们希望它以及其他喜欢它的人能够实现。