21st Century Teachers: How Non-Traditional Pre-Service Teachers Navigate Their Initial Experiences of Contemporary Classrooms

Autor/inn/en	Crosswell, Leanne; Beutel, Denise
Titel	21st Century Teachers: How Non-Traditional Pre-Service Teachers Navigate Their Initial Experiences of Contemporary Classrooms
Quelle	In: Asia-Pacific Journal of Teacher Education, 45 (2017) 4, S.416-431 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beutel, Denise)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2017.1312281
Schlagwörter	Nontraditional Students; Nontraditional Education; Preservice Teachers; Qualitative Research; Resilience (Psychology); Career Change; Classroom Techniques; Professional Identity; Cohort Analysis; Questionnaires; Influences; Foreign Countries; Learning Experience; Australia + Suchen Sie Ihr Suchwort? Non-traditional education; Alternative Erziehung; Qualitative Forschung; Career changes; Berufswechsel; Klassenführung; Kohortenanalyse; Fragebogen; Influence; Einfluss; Einflussfaktor; Ausland; Lernerfahrung; Australien
Abstract	In the twenty-first century, teachers' work has become more complex with high levels of accountability, increased bureaucratic responsibilities and unprecedented levels of public scrutiny. However, teaching fundamentally remains a caring profession, requiring well-developed social skills and emotional labour to successfully engage and motivate students. Teachers need resilience to thrive in these environments of intense and often conflicting pressures. Drawing on a transactional-ecological modelthis qualitative study explored the resilience and teacher identity development of a cohort of pre-service career-change teachers as they navigated their initial experiences in contemporary classrooms. The findings indicate that this cohort arrived to teacher education with teacher identities strongly aligned with a broad conceptualisation of care as active practice. This paper discusses how their identities and capacities for resilience were challenged and reviewed during their classroom experiences and the implications for teacher education and the profession. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01