Interpreting Early Career Trajectories

Autor/inn/en	Barnatt, Joan; Gahlsdorf Terrell, Dianna; D'Souza, Lisa Andries; Jong, Cindy; Cochran-Smith, Marilyn; Viesca, Kara Mitchell; Gleeson, Ann Marie; McQuillan, Patrick; Shakman, Karen
Titel	Interpreting Early Career Trajectories
Quelle	In: Educational Policy, 31 (2017) 7, S.992-1032 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904815625286
Schlagwörter	Beginning Teachers; Qualitative Research; Longitudinal Studies; Case Studies; Career Development; Faculty Mobility; Interviews; Observation; Teacher Characteristics; Teaching Conditions; Professional Identity; Preservice Teacher Education; Teacher Persistence; Teaching Experience; Individual Power; Teacher Collaboration + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Qualitative Forschung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Berufsentwicklung; Interviewing; Interviewtechnik; Beobachtung; Lehrbedingungen; Unterrichtsbedingungen; Lehramtsstudiengang; Lehrerausbildung; Eigeninitiative; Lehrerkooperation
Abstract	Career decisions of four teachers are explored through the concept of figured worlds in this qualitative, longitudinal case study. Participants were purposefully chosen for similarity at entry, with a range of career trajectories over time. Teacher career paths included remaining in one school, repeated changes in schools, attrition after relocation, and non-renewal of contract. Data included interviews, observations, participants' assessments, and pupils' work. Cross-case analysis suggests that no single teacher attribute or workplace condition determined teachers' career decisions; rather, teachers' ability to refigure their identity within the figured world of teaching shaped career trajectory. Key factors such as ability to address disequilibrium, teacher identity, agency, and collaborative capacity are examined. Implications call for pre-service preparation and professional development to navigate cultures of schools, amended administrative involvement in teacher retention, and policy reform acknowledging the complexity of teachers' figured worlds. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01