In Promoting Early Career Teacher Resilience 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. Narratives emerge detailing feelings of frustration, disillusionment and even outrage as they struggle with the complexity, intensity and immediacy of life in schools. Other stories also surface to show exhilarating experiences, documenting the wonder, joy and excitement of working with young people for the first time.
This book makes sense of these experiences in ways that can assist education systems, schools, and faculties of teacher education, as well as early career teachers themselves to develop more powerful forms of critical teacher resilience. Rejecting psychological explanations of teacher resilience, it endorses an alternative socio-cultural and critical approach to understanding teacher resilience. The book crosses physical borders and represents experiences of teachers in similar circumstances across the globe, providing researchers and teachers with real-life examples of resilience promoting policies and practices.
This book is not written as an account of the failures of an education system, but rather as a provocation to help generate ideas, policies and practices capable of illuminating the experiences of early career teachers in more critical and socially just ways at an international and national level.
Autorentext
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.
Zusammenfassung
In Promoting Early Career Teacher Resilience 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. Narratives emerge detailing feelings of frustration, disillusionment and even outrage as they struggle with the complexity, intensity and immediacy of life in schools. Other stories also surface to show exhilarating experiences, documenting the wonder, joy and excitement of working with young people for the first time. This book makes sense of these experiences in ways that can assist education systems, schools, and faculties of teacher education, as well as early career teachers themselves to develop more powerful forms of critical teacher resilience. Rejecting psychological explanations of teacher resilience, it endorses an alternative socio-cultural and critical approach to understanding teacher resilience. The book crosses physical borders and represents experiences of teachers in similar circumstances across the globe, providing researchers and teachers with real-life examples of resilience promoting policies and practices.This book is not written as an account of the failures of an education system, but rather as a provocation to help generate ideas, policies and practices capable of illuminating the experiences of early career teachers in more critical and socially just ways at an international and national level.
Inhalt
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