Early Career Teacher Attrition: New Thoughts on an Intractable Problem

Autor/inn/en	Gallant, Andrea; Riley, Philip
Titel	Early Career Teacher Attrition: New Thoughts on an Intractable Problem
Quelle	In: Teacher Development, 18 (2014) 4, S.562-580 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-5120
DOI	10.1080/13664530.2014.945129
Schlagwörter	Teacher Persistence; Faculty Mobility; Beginning Teachers; Phenomenology; Preservice Teacher Education; Teaching (Occupation); Leadership; Expectation; Self Management; School Culture; Semi Structured Interviews; Personal Narratives; Educational Practices; Career Development; Teaching Experience; Performance Factors; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Phenomenological psychology; Phänomenologie; Psychologie; Lehramtsstudiengang; Lehrerausbildung; Teaching; Lehrberuf; Führung; Führungsposition; Expectancy; Erwartung; Selbstmanagement; Schulkultur; Schulleben; Erlebniserzählung; Bildungspraxis; Berufsentwicklung; Leistungsindikator; Ausland; Australien
Abstract	Early career exit from teaching has reached epidemic proportions and appears intractable. Previous attempts to find solutions are yet to make much of an inroad. The aim of the research was to discover what nine beginning teachers required to remain in the classroom, by adopting a phenomenological approach. The authors identified participants' common experiences through semi-structured interviews and unprompted written narratives. Data were examined for trustworthiness by reference to the literature. Key words from the narratives were synonyms, or broadly synonymous with, "optimism," "arrested development" or "disillusionment." The process of leaving involved "entry," characterised by optimism; "early experiences," characterised by arrested development; "pre-exit," characterised by disillusionment; and "exit." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10