Entering the Field: Beginning Teachers' Positioning Experiences of the Staffroom

Autor/inn/en	Christensen, Erin; Rossi, Tony; lisahunter; Tinning, Richard
Titel	Entering the Field: Beginning Teachers' Positioning Experiences of the Staffroom
Quelle	In: Sport, Education and Society, 23 (2018) 1, S.40-52 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2016.1142434
Schlagwörter	Beginning Teachers; Teacher Attitudes; Political Attitudes; Personal Narratives; Politics of Education; Professional Identity; Collegiality; Work Environment; Physical Education Teachers; Foreign Countries; Rural Schools; Urban Schools; Secondary School Teachers; Australia + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Lehrerverhalten; Political attitude; Politische Einstellung; Erlebniserzählung; Educational policy; Bildungspolitik; Kollegialität; Arbeitsmilieu; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Australien
Abstract	Little is known about beginning teachers' political positioning experiences of the staffroom. This paper employs Bourdieu's conceptual tools of field, habitus and capital to explore beginning health and physical education teachers' positioning experiences and learning in staffrooms, the place in which teachers spend the majority of their non-teaching school time. From an Australian context, we present beginning (or emerging) teachers' stories from one rural general staffroom and one urban departmental staffroom. Using the narratives we reflect upon how their positioning in the politics of the staffroom as beginning teachers presented significant challenges including negotiating the professional micropolitics, negotiating capital and negotiating opportunities and risks for reflection and change in contrasting social spaces. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01