A Longitudinal Study of Teaching Practice and Early Career Decisions: A Cautionary Tale

Autor/inn/en	Cochran-Smith, Marilyn; McQuillan, Patrick; Mitchell, Kara; Terrell, Dianna Gahlsdorf; Barnatt, Joan; D'Souza, Lisa; Jong, Cindy; Shakman, Karen; Lam, Karen; Gleeson, Ann Marie
Titel	A Longitudinal Study of Teaching Practice and Early Career Decisions: A Cautionary Tale
Quelle	In: American Educational Research Journal, 49 (2012) 5, S.844-880 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831211431006
Schlagwörter	Longitudinal Studies; Educational Practices; Career Development; Teacher Persistence; Observation; Interviews; Portfolios (Background Materials); Educational Quality; Instructional Effectiveness; Schematic Studies; Teacher Characteristics; Beginning Teachers; Case Studies; Educational Research + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bildungspraxis; Berufsentwicklung; Beobachtung; Interviewing; Interviewtechnik; Quality of education; Bildungsqualität; Unterrichtserfolg; Schematheorie; Junior teacher; Junglehrer; Case study; Fallstudie; Case Study; Bildungsforschung; Pädagogische Forschung
Abstract	Although the turnover rate among beginning teachers has been a major concern for some time, most studies do not link teacher retention with teaching practice. In contrast, this study looks specifically at career decisions coupled with practice. Guided by a view of teaching as social and cultural practice, the study used multiple qualitative data sources, including extensive observations, interviews, and samples of teachers' and students' work. Based on within- and cross-case analysis of 15 cases at four distinct time points within a 5-year period, the authors identified multiple patterns of teaching practice linked to early career decisions, which reflect considerable variation in quality of teaching and career trajectory. The authors argue that "stayers" and "leavers" are not homogeneous groups, as is often assumed in research and policy. Rather, there are multiple variations of practice coupled with career decisions, some desirable and others not, with different implications for policy and practice. (Contains 4 notes, 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10