'A Validation of My Pedagogy': How Subject Discipline Practice Supports Early Career Teachers' Identities and Perceptions of Retention

Autor/inn/en	Morris, Julia E.; Imms, Wesley
Titel	'A Validation of My Pedagogy': How Subject Discipline Practice Supports Early Career Teachers' Identities and Perceptions of Retention
Quelle	In: Teacher Development, 25 (2021) 4, S.465-477 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morris, Julia E.) ORCID (Imms, Wesley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2021.1930126
Schlagwörter	Teaching Methods; Beginning Teachers; Professional Identity; Teacher Attitudes; Teacher Persistence; Secondary School Teachers; Preservice Teacher Education; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Junior teacher; Junglehrer; Lehrerverhalten; Lehramtsstudiengang; Lehrerausbildung; Ausland; Australien
Abstract	For secondary school teachers, developing a teacher identity is complicated by spoken or implied expectations of the need to be an expert in the skills and knowledge of one's subject discipline. Since 2009, the Teacher as Practitioner study (N = 764) has explored the effect of continued subject discipline practice on teachers' identity and retention using a longitudinal mixed-method design. Within the population are 305 responses from initial teacher education graduates classified as early career teachers, those within their first five years of teaching. This sub-sample was used to explore relationships between discipline practice, identity and perceptions of retention in the profession. Analysis of quantitative data showed time spent engaged in practice had a greater effect on expectations of retention and identity than simply aspiring to maintain a discipline practice, while qualitative analysis showed maintaining a practice in a supportive community was also highly valued. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01