Self-determination: Using Agency, Efficacy and Resilience (AER) to Counter Novice Teachers’ Experiences of Intensification

Keogh, Jayne; Garvis, Susie; Pendergast, Donna; Diamond, Patrick

doi:10.14221/ajte.2012v37n8.3

Cited by 45 publications

(23 citation statements)

References 42 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Resiliensi mengajar sendiri dilihat sebagai kualitas seorang guru untuk dapat tetap memiliki komitmen untuk mengajar (Brunetti, 2006). Resiliensi mengajar juga dapat dipahami sebagai kemampuan guru untuk dapat ikut proaktif dalam kegiatan belajar mengajar (Keogh, 2012). Menurut Patterson (dalam Avraamidou, 2016) resiliensi mengajar merupakan konsep yang memiliki konstruk yang khusus, yaitu sebagai penggunaan energi secara produktif untuk mencapai tujuan sekolah dalam menghadapi kondisi yang merugikan.…”

Section: Pendahuluanunclassified

Dukungan Sosial Dan Resiliensi Diri Pada Guru Sekolah Dasar

Akbar¹,

Tahoma²

2018

JPPP

View full text Add to dashboard Cite

This study aimed to examined the relationship between social support and resilience among elementary school teacher. This study use a correlational quantitative approach to determined the relationship. A total of 100 teacher were participating in this study, and gathered using a purposive sampling technique. Data were collected using Multidimensional Scale of Perceived Social Support (MSPSS) and Resiliencce Quotient Test. Pearson Product Moment with SPSS version 16.0 was used to test the hypothesis of the study. The results show that, r=0,706; p = 0,000 < 0,05. This results suggested that there is a significant relationship with positive concentration between social support and resilience among elementary school teacher.

show abstract

Section: Pendahuluanunclassified

Dukungan Sosial Dan Resiliensi Diri Pada Guru Sekolah Dasar

Akbar¹,

Tahoma²

2018

JPPP

View full text Add to dashboard Cite

show abstract

“…Whilst it might be argued that agency, efficacy and resilience are characteristics of the self that new teachers need to bring with them to the profession, a number of writers draw attention to the importance of the institutional context (Burn et al, 2010;Carver and Meier, 2013) and the quality, availability and stability of school-based support (Knight and Moore, 2012;Muijs et al, 2013;Roness, 2011) in enabling ECTs to be inducted as teachers and to begin to develop as leaders. This support might take a variety of forms, for example, facilitating the involvement of ECTs in peer support (Keogh et al, 2012), communities of practice (Lambson, 2010;Newman, 2010), collaborative decision-making (Nolan and Palazzolo, 2011) or professional mentoring (Knight and Moore, 2012). Structured induction programmes, formal support at key developmental stages and 'day-to-day peer support' (Hulme and Menter 2014, 677) all matter.…”

Section: Background and Rationale For The Studymentioning

confidence: 99%

Early career teachers’ perceptions and experiences of leadership development: balancing structure and agency in contrasting school contexts

Woodhouse

Pedder

2016

Research Papers in Education

View full text Add to dashboard Cite

Drawing on the findings of a three-year, longitudinal study investigating early career teachers' (ECTs) experiences and perceptions of leadership development in English secondary schools, this paper highlights, from the perspectives of ECTs, some of the factors that support and facilitate leadership development during the first few years of the teaching career. ECTs' leadership dispositions and aspirations seemed to be formed within and in response to what they perceived to be the nature of their particular school contexts. They appeared to position themselves in relation to the perceived school leadership ethos at a range of points along what might be conceptualized as a continuum from resistance and alienation to amenability and identification with the perceived ethos. Amenability and identification with the school leadership ethos seemed to be associated with high levels of personal agency, such that ECTs gathered important developmental experience as leaders and were developing leadership skills, dispositions and aspirations. In a minority of contexts, ECTs experienced feelings of alienation, and positioned themselves as resistant to school leadership in contexts they perceived to be characterised by high-accountability, blame and coercion. This resistance and alienation was associated with reduced agency, and restricted development as leaders.

show abstract

“…It has been well documented that beginning teachers can experience "reality shock" upon entering the teaching profession (Keogh, Garvis, Pendergast, & Diamond, 2012). According to Devos, Dupriez and Paquay (2012, p. 206), "beginning teachers enter a new world, experience an accelerated pace of life, and encounter unexpected situations and challenges."…”

Section: Background Contextmentioning

confidence: 99%

Building Professional Learning Identities: Beginning Teachers’ Perceptions of Causality for Professional Highs and Lows

Larsen

Allen

2016

Teacher Education

View full text Add to dashboard Cite

The transition from pre-service to beginning teaching has been well documented as complex and challenging, with novice teachers shown to experience a number of professional highs and lows as they progress through their first year of teaching. As they reflect on their early experiences, beginning teachers establish perceptions of causality that influence their sense of professional agency, self-efficacy and motivation. This type of attributional thinking can have a strong impact on their ongoing development as teachers. In this chapter, which reports on the first phase of a larger mixed methods study, we discuss the influence of attributional thinking on the development of beginning teachers' professional learning identities. The use of an online survey, which drew from a sample of 57 beginning teachers working in independent schools across Queensland, sought to identify the ways in which participants attributed causality (that is, why things happened the way they did) for their professional highs and lows during their first year of teaching. The study found that, when attributing causality for success, participants were most likely to identify their own practice as an enduring cause for this and similar future successes. They were also likely to attribute the cause of events perceived as unsuccessful to their own practice. Notably, this study found that beginning teachers apportioned high shared levels of control of causes for both successful and unsuccessful events with others in their working contexts, such as their colleagues and mentors. This study raises significant questions as to how attributional thinking, engaged during reflective practice, impacts the development of the professional learning identities of beginning teachers.

show abstract

Self-determination: Using Agency, Efficacy and Resilience (AER) to Counter Novice Teachers’ Experiences of Intensification

Cited by 45 publications

References 42 publications

Dukungan Sosial Dan Resiliensi Diri Pada Guru Sekolah Dasar

Dukungan Sosial Dan Resiliensi Diri Pada Guru Sekolah Dasar

Early career teachers’ perceptions and experiences of leadership development: balancing structure and agency in contrasting school contexts

Building Professional Learning Identities: Beginning Teachers’ Perceptions of Causality for Professional Highs and Lows

Contact Info

Product

Resources

About