Leaving Lessons: Learning from the Exit Decisions of Experienced Teachers

Autor/in	Glazer, Jeremy
Titel	Leaving Lessons: Learning from the Exit Decisions of Experienced Teachers
Quelle	In: Teachers and Teaching: Theory and Practice, 24 (2018) 1, S.50-62 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Glazer, Jeremy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2017.1383238
Schlagwörter	Faculty Mobility; Teacher Attitudes; Teaching (Occupation); Professional Autonomy; Teacher Persistence; Semi Structured Interviews; Teaching Experience; Work Environment; Work Attitudes; Dropout Research; Elementary Secondary Education; Elementary School Teachers; Secondary School Teachers; California; Florida; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Lehrerverhalten; Teaching; Lehrberuf; Berufsfreiheit; Arbeitsmilieu; Work attitude; Arbeitshaltung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kalifornien
Abstract	For most teachers in the United States, teaching is no longer a career-long occupation. This article examines the narratives of a particular group of leavers, former teachers who made significant investments in their teacher training and who taught for at least three years before making the decision to exit. The accounts of these invested leavers are used to look at workplace change as a motivating factor for teacher exit, particularly changes in classroom authority that occur after teachers have begun to feel competent. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01