Search results for: Clandinin D. Jean
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In this article, the authors were interested to examine the teaching experiences that lead beginning teachers to become early career leavers. The authors found that the participants learned to tell acceptable stories about why they decided to leave teaching profession. For example, one participant argued that she left teaching career because she wanted to become a mother or because she was accepted to graduate school. However, the authors argue that these answers are also cover stories that silence the struggles she experienced at school. Her silence about the harder to tell more complex stories could have disrupted the professional knowledge landscape of schools.
Updated: Nov. 08, 2017
This study considered early career teacher attrition as an identity making process that involves a complex negotiation between individual and contextual factors. The seven themes, developed inductively, were: (1) support; (2) an identity thread of belonging; (3) tensions around contracts; (4) new teachers will do anything; (5) balancing composing a life: Working hours; (6) the struggle to not allow teaching to consume them; and (7) can I keep doing this? Is this teaching?
Updated: Jul. 05, 2015
Literature Review on Induction and Mentoring Related to Early Career Teacher Attrition and Retention
This literature review focuses on mentoring and induction programs as a solution to what is defined as the problem of early career teacher attrition and retention. The authors found multiple differences in both induction and mentoring programs around issues such as who offers them, the length of time for which they are offered, whether they are government mandated, whether mentors receive further education for the role, how mentors and mentees are matched and so on. The authors also found that principals were seen to have a pivotal role to play in the success of early career induction programs.
Updated: Apr. 21, 2013
Attending to Changing Landscapes: Shaping The Interwoven Identities of Teachers and Teacher Educators
In places in Canada, increasing numbers of teachers are leaving after only a few years of teaching. In this article, the authors take up questions about the stories teachers tell of their leaving. Furthermore, the authors examine what they can learn about their work as teacher educators from listening to, and inquiring into, teachers' stories.
Updated: Jun. 03, 2009
The article discusses the advantages and disadvantages of narrative inquiry. The authors pay particular attention to thinking about the design of narrative inquiries which focus on teachers' and teacher educators' own practices. They outline three commonplaces and eight design elements for consideration in narrative inquiry and illustrate the elements using recently completed narrative inquiries.
Updated: Jan. 07, 2008