Intentions of early career teachers: should we stay or should we go now?

Schaefer, Lee; Hennig, Lauren; Clandinin, Jean

doi:10.1080/10476210.2020.1730317

Cited by 12 publications

(14 citation statements)

References 20 publications

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“…The relationships that early-career PE teachers establish are important indicators for future success when they enter unfamiliar professional knowledge landscapes (Schaefer, Hennig, & Clandinin, 2020). This narrative highlights the positive relationships I had established in the department.…”

Section: Entering the Professional Knowledge Landscapementioning

confidence: 86%

Being an early-career teacher–researcher in physical education: a narrative inquiry

Coleman

Gray

MacIsaac

2021

Curriculum Studies in Health and Physical Education

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This paper describes my practitioner inquiry as a newly qualified teacher, initially used as a form of teacher learning, but ultimately became the reason I remained in the physical education (PE) teaching profession. In Scotland, early-career PE teachers are encouraged to embody the role of teacher-researcher and pursue Career-Long Professional Learning (CLPL) opportunities that nourish creative and enquiring dispositions. However, it is also understood that failure to integrate into political school structures, successfully managing workload and relationships, negotiating curricular content and aims and becoming a competent classroom manager can lead to dissatisfaction and attrition. Supported by critical friends, I use narrative inquiry to explore the contexts and people that shaped my learning during my initial years in the profession and factors contributing to my professional teaching identity. Through this process, I began to understand my professional knowledge landscape as an arena of contested stories that bump, intertwine and converge. This understanding was important for me to feel comfortable as a teacher-researcher and in my decision to remain in the profession. These findings reflect the capacity for growth inherent in a narrative understanding of experience and potential for sustaining PE teacher-researcher identities via research-based practitioner inquiry. Those within Physical Education Teacher Education (PETE) should consider the application of narrative identity work to encourage early-career PE teachers to reflect on the personal, social, and contextual aspects of identity construction in their lives, with the hope they can effectively navigate the shifting landscape of twenty-first century PE.

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Section: Entering the Professional Knowledge Landscapementioning

confidence: 86%

Being an early-career teacher–researcher in physical education: a narrative inquiry

Coleman

Gray

MacIsaac

2021

Curriculum Studies in Health and Physical Education

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“…As a result of this selection, we reached a total of seventeen articles, and by reading their full texts, eight were eliminated, as their contents touched teacher induction only briefly, focusing rather on questions related to internships and pre-service practices. We therefore turned our review of this source to nine titles, namely Peeler and Jane (2005), Tobin (2006), Craig (1997), McCluskey et al (2011), Garza and Werner (2014), Clandinin et al (2015), Haim and Amdur (2016), Kolman et al (2016) and Schaefer et al (2021).…”

Section: Methodsmentioning

confidence: 99%

Teacher Induction in Review: Concurrent Meanings and Prevailing Practices

et al. 2022

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This article presents an integrative summary of conceptions, policies and practices of teacher induction during teachers’ early career stage, based on a systematic literature review. The purposes for this review were: to analyze the teacher induction trends featured in international research; to discuss the correspondence, integration and independence relations between mentorship and induction; to understand the place of teacher induction programs and policies within the reviewed research; and, finally, to systematize the production of knowledge about the subject with regard to prevailing theory and methodological approaches.

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“…Mertova y Webster (22) definen estos eventos como situaciones que revelan un cambio en la comprensión del narrador y tienen un efecto profundo en quien experimenta dicho evento. Luego ubiqué cada evento crítico de mis entrevistas en las tres dimensiones establecidas por Dewey para analizar la experiencia humana, esto es, interacción, continuidad y situación (23). En otras palabras, codifiqué los aspectos a) personales y sociales (interacción), b) pasados, presentes y futuros (continuidad) y c) locacionales de las experiencias contadas (situación).…”

Section: Métodounclassified

Bondadoso y pecador, el significado de mi experiencia de liderazgo en la educación médica. Una indagación narrativa autoetnográfica

Vergel

2022

Iatreia

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Introducción: se ha puesto mucho énfasis en investigar los atributos del líder educativo, pero se ha prestado menos atención en comprender su experiencia. No obstante, explorar dicha experiencia es crucial para reducir la brecha teórico-práctica entre lo que esa persona debería ser/hacer y lo que en la práctica realmente es/hace. Objetivo: comprender el significado de mi experiencia como líder educativo de un programa de medicina desde la perspectiva pragmática y personal. Métodos: adopto un enfoque cualitativo, soportado en la indagación narrativa autoetnográfica. Consecuentemente, este texto fue escrito en primera persona. Recolecté un diario de reflexión y realicé cuatro (auto)entrevistas semiestructuradas para recordar eventos críticos de mi experiencia. Analicé las transcripciones identificando personajes, temporalidad, locaciones, aspectos culturales, tensiones y metáforas de mi historia de vida. Resultados: compuse cuatro tramas resonantes representadas con las siguientes metáforas: a) el pecado original, b) el mal hijo se marcha de casa, c) a las serpientes hay que cortarles la cabeza, y d) y llegó el apocalipsis. Conclusión: esta narrativa me condujo a un entendimiento distinto del concepto de liderazgo en la educación médica. Esta nueva comprensión tiene en cuenta las tensiones intrapersonales y la forma en que el uso del poder te cambia a ti mismo en la práctica, en lugar de cambiar a los demás, como teóricamente se asume.

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Intentions of early career teachers: should we stay or should we go now?

Cited by 12 publications

References 20 publications

Being an early-career teacher–researcher in physical education: a narrative inquiry

Being an early-career teacher–researcher in physical education: a narrative inquiry

Teacher Induction in Review: Concurrent Meanings and Prevailing Practices

Bondadoso y pecador, el significado de mi experiencia de liderazgo en la educación médica. Una indagación narrativa autoetnográfica

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