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Abstract. This paper examines features of the talk in a number of teacher-parent interviews recently audio-recorded in a secondary school in Brisbane, Australia. The central topic of the talk is the academic achievement of the student. In offering accounts of the student's achievement, participants offer 'moral versions' of themselvcs as parents and teachers. These institutional identities are oriented to and elaborated in the course and in the organisation of this talk. The student about whom the talk is done is present but largely silent, an 'overhearing audience' to this talk. The analysis shows how parents and teachers talk two institutions, and the relation between them, into being.

However, little is currently known about how beginning teachers themselves use agency, efficacy and resilience (AER) when taking up their initial appointments. This study partially addresses this gap in research, focusing on the experiences, perceptions and feelings of a particular group of novice teachers during initial year of teaching. Their experiences were recorded as conversational entries on a self-initiated group email site over the course of a single year. The participants' exchanges documented their experiences as they journeyed through five discrete phases of development, those of anticipation, survival, disillusionment, rejuvenation, and reflection, that typify a teacher's first year (Moir, 1999).