Leaving the Profession: The Context behind One Quality Teacher's Professional Burn out

Autor/in	Lloyd, Mary Elizabeth R.
Titel	Leaving the Profession: The Context behind One Quality Teacher's Professional Burn out
Quelle	In: Teacher Education Quarterly, 39 (2012) 4, S.139-162 (24 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Program Effectiveness; Teaching Methods; Beginning Teachers; Teacher Education; Teaching (Occupation); Mathematics Teachers; Professional Development; Preservice Teachers; Faculty Mobility; Teacher Burnout; Job Satisfaction; Qualitative Research + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Junior teacher; Junglehrer; Lehrerausbildung; Lehrerbildung; Teaching; Lehrberuf; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Burnout-syndrom; Burnout; Burnout-Syndrom; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Qualitative Forschung
Abstract	In the spring of 2005, the author began collecting data for a three-year study investigating the effectiveness of preservice preparation as measured by the transfer of pedagogical practices from preservice settings into novice inservice settings. She was interested in whether or not what was being taught, modeled, and/or espoused in a given teacher-preparation program (TPP) was utilized in the practices of clinical interns and later in the practices of these same subjects during their first two years of teaching. Although some of her subjects claimed that what was taught in their TPP was too theoretical, preservice observations (conducted from the spring of 2005 to the spring of 2006) and inservice observations (conducted from the fall of 2006 to the fall of 2007) revealed 65% and 71%, respectively, adherence to TPP practices. While these results were favorable in terms of the effectiveness of preservice preparation, another less favorable result emerged. The subject, Sarah, who transferred the most TPP aligned pedagogical practices into her inservice action (84% of 1,370 observed pedagogical practices) decided to leave the teaching profession following her second inservice year. This is obviously problematic. This young professional was an exemplary novice mathematics teacher. She was well prepared to teach in an innovative manner, utilizing principles and practices aligned with and advocated by (1) her teacher-preparation program and (2) the National Council of Teachers of Mathematics. She was, however, clearly unprepared to sustain this kind of teaching. In this article, the author describes Sarah's novice inservice experiences in order to contribute to the existing teacher-turnover and satisfaction literature. Her story is intended to help teacher educators and school leaders better understand the multi-faceted struggles that novice teachers face and the tensions they must negotiate. These cannot be boiled down to single, disjointed struggles that have obvious solutions, but occur in an interconnected, complex, and contextual manner which can exacerbate problematic situations and make solutions and methods for negotiation elusive (Hancock & Scherff, 2010). (Contains 1 note.) ["Leaving the Profession: The Context behind One Quality Teacher's Professional Burn out" was written with Alexandra Sullivan.] (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10