Literaturnachweis - Detailanzeige
| Autor/inn/en | Papatraianou, Lisa H.; Strangeways, Al; Beltman, Susan; Schuberg Barnes, Emma |
|---|---|
| Titel | Beginning Teacher Resilience in Remote Australia: A Place-Based Perspective |
| Quelle | In: Teachers and Teaching: Theory and Practice, 24 (2018) 8, S.893-914 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1354-0602 |
| DOI | 10.1080/13540602.2018.1508430 |
| Schlagwörter | Beginning Teachers; Resilience (Psychology); Rural Schools; Foreign Countries; Indigenous Populations; Preservice Teachers; Preservice Teacher Education; Rural Areas; Capacity Building; Professional Development; Faculty Development; Australia |
| Abstract | Enhancing resilience is key to reducing teacher attrition and addressing the challenges of the profession but scant research exists on resilience in regional and remote settings, where there is a shortage of quality, specialist and lead teachers. The aim of this study was to combine ecological and relational perspectives on resilience to examine pre-service and early career teacher resilience in the remote context of central Australia. The findings suggest that beginning teacher resilience in central Australia involves a particular set of enablers and constraints which are characterised by teachers' capacity to build connections to place, connections as a learner and connections in relationships. A transactional systems model is presented that articulates the dynamism of the resilience processes and offers a way to better understand the ecological interdependencies unique to a particular context and culture. This understanding will enable teachers, initial teacher educators, school leaders and policy makers to better address the challenges facing this profession. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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