Early career teachers experience both enormous challenges and meaningful possibilities as they embark on their teaching journeys. In this book, the stories of 60 graduate teachers are documented as they grapple with some of the most persistent and protracted personal and professional struggles facing teachers today.
Early career teachers experience both enormous challenges and meaningful possibilities as they embark on their teaching journeys. In this book, the stories of 60 graduate teachers are documented as they grapple with some of the most persistent and protracted personal and professional struggles facing teachers today.
Bruce Johnson is Emeritus Professor of Education at the University of South Australia. Barry Down is the City of Rockingham Chair in Education at Murdoch University, Australia. Rosie Le Cornu is an Adjunct Associate Professor of Teacher Education at the University of South Australia. Judy Peters is an Adjunct Lecturer in the School of Education at the University of South Australia. Anna Sullivan is a Senior Lecturer in the School of Education at the University of South Australia. Jane Pearce is an Honorary Research Fellow in the School of Education at Murdoch University, Australia. Janet Hunter is a Lecturer for the School of Education at Edith Cowan University, Australia.
Inhaltsangabe
Chapter 1: Introduction Chapter 2: Critically re-conceptualising early career teacher resilience Chapter 3: Participatory policy work Chapter 4: Rethinking the nature of early career teachers' work Chapter 5: Reshaping school cultures for democracy and empowerment Chapter 6: When the personal is political: Contradictions and paradoxes in the relational work of early career teachers Chapter 7: Agent for change or problem child? The struggle for a satisfying identity in the early years of teaching Chapter 8: The personal, professional and political challenges involved in mobilising knowledge about early career teacher resilience Chapter 9: Conclusion
Chapter 1: Introduction Chapter 2: Critically re-conceptualising early career teacher resilience Chapter 3: Participatory policy work Chapter 4: Rethinking the nature of early career teachers' work Chapter 5: Reshaping school cultures for democracy and empowerment Chapter 6: When the personal is political: Contradictions and paradoxes in the relational work of early career teachers Chapter 7: Agent for change or problem child? The struggle for a satisfying identity in the early years of teaching Chapter 8: The personal, professional and political challenges involved in mobilising knowledge about early career teacher resilience Chapter 9: Conclusion
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