Bruce Johnson, Barry Down, Rosie Le Cornu, Judy Peters, Anna Sullivan, Jane Pearce, Janet Hunter

Promoting Early Career Teacher Resilience (eBook, ePUB)

A socio-cultural and critical guide to action

• Format: ePub

Produktbeschreibung

Early career teachers experience both enormous challenges and meaningful possibilities as they embark on their teaching journeys. In this book, the stories of 60 graduate teachers are documented as they grapple with some of the most persistent and protracted personal and professional struggles facing teachers today.

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 164
• Erscheinungstermin: 27. August 2015
• Englisch
• ISBN-13: 9781317595823
• Artikelnr.: 43729296

Autorenporträt

Bruce Johnson is Emeritus Professor of Education at the University of South Australia.

Barry Down is the City of Rockingham Chair in Education at Murdoch University, Australia.

Rosie Le Cornu is an Adjunct Associate Professor of Teacher Education at the University of South Australia.

Judy Peters is an Adjunct Lecturer in the School of Education at the University of South Australia.

Anna Sullivan is a Senior Lecturer in the School of Education at the University of South Australia.

Jane Pearce is an Honorary Research Fellow in the School of Education at Murdoch University, Australia.

Janet Hunter is a Lecturer for the School of Education at Edith Cowan University, Australia.

Inhaltsangabe

Chapter 1: Introduction Chapter 2: Critically re-conceptualising early
career teacher resilience Chapter 3: Participatory policy work Chapter 4:
Rethinking the nature of early career teachers' work Chapter 5: Reshaping
school cultures for democracy and empowerment Chapter 6: When the personal
is political: Contradictions and paradoxes in the relational work of early
career teachers Chapter 7: Agent for change or problem child? The struggle
for a satisfying identity in the early years of teaching Chapter 8: The
personal, professional and political challenges involved in mobilising
knowledge about early career teacher resilience Chapter 9: Conclusion