Search results for: Schaefer Lee
Page 1/1 5 items
Early career teachers continue to flee the profession in many countries around the world. In a series of their own studies, the authors have attempted to better understand the intentions of early career teachers. In this paper, they build on themes that emerged in a 2015 study, published in Teaching Education, with 40 second- and third-year teachers, and interviewed 15 more second- and third-year teachers from another Canadian province. Using a semi-structured interview procedure with a method of thematic analysis, the same 2015 themes emerged in the new study with the exception of two original themes: It’s the kids; and An opportunity for relief: Relational support. Both new themes highlighted relational aspects of sustainability and turned us to the notion of relational agency. The authors draw on the conception of relational agency to inquire into how early career teachers might establish a capacity to align their thoughts and actions with others on the professional knowledge landscape. They then pose questions surrounding how relational agency helps teacher educators, administrators, and teac
Updated: Jan. 05, 2022
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
The author wondered why so many beginning teachers leave the profession. The author proposes to frame the problem as one of teacher identity making and identity shifting in order to understand the experiences of beginning teacher attrition.In what follows the author uses the stories of his experiences as a beginning teacher as a way to narratively read the ways beginning teacher attrition has been conceptualized. Through his experiences as a teacher, and his autobiographical narrative inquiry work, the author has begun to frame beginning teacher attrition as a problem that compels inquiry into teacher identity making and identity shifting as a way to narratively understand the experiences of beginning teachers.
Updated: Jul. 25, 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