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020 _a9789812871732
_9978-981-287-173-2
024 7 _a10.1007/978-981-287-173-2
_2doi
035 _ato000562881
040 _aSpringer
_cSpringer
_dRU-ToGU
050 4 _aLB1024.2-1050.75
050 4 _aLB1705-2286
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_2bicssc
072 7 _aEDU046000
_2bisacsh
072 7 _aEDU024000
_2bisacsh
082 0 4 _a370.711
_223
100 1 _aJohnson, Bruce.
_eauthor.
_9471625
245 1 0 _aEarly Career Teachers
_helectronic resource
_bStories of Resilience /
_cby Bruce Johnson, Barry Down, Rosie Le Cornu, Judy Peters, Anna Sullivan, Jane Pearce, Janet Hunter.
260 _aSingapore :
_bSpringer Singapore :
_bImprint: Springer,
_c2015.
300 _aXXIII, 124 p. 2 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
490 1 _aSpringerBriefs in Education,
_x2211-1921
505 0 _a1: Introduction -- 2: Policies and practices -- 3: Teachers’ work -- 4: School culture -- 5: Relationships -- 6: Teacher identity -- 7: Conclusions.
520 _aThis book addresses one of the most persistent issues confronting governments, educations systems and schools today: the attraction, preparation, and retention of early career teachers. It draws on the stories of sixty graduate teachers from Australia to identify the key barriers, interferences and obstacles to teacher resilience and what might be done about it. Based on these stories, five interrelated themes - policies and practices, school culture, teacher identity, teachers’ work, and relationships – provide a framework for dialogue around what kinds of conditions need to be created and sustained in order to promote early career teacher resilience. The book provides a set of resources – stories, discussion, comments, reflective questions and insights from the literature – to promote conversations among stakeholders rather than providing yet another ‘how to do’ list for improving the daily lives of early career teachers. Teaching is a complex, fragile and uncertain profession. It operates in an environment of unprecedented educational reforms designed to control, manage and manipulate pedagogical judgements. Teacher resilience must take account of both the context and circumstances of individual schools (especially those in economically disadvantaged communities) and the diversity of backgrounds and talents of early career teachers themselves. The book acknowledges that the substantial level of change required– cultural, structural, pedagogical and relational – to improve early career teacher resilience demands a great deal of cooperation and support from governments, education systems, schools, universities and communities: teachers cannot do it alone. This book is written to generate conversations amongst early career teachers, teacher colleagues, school leaders, education administrators, academics and community leaders about the kinds of pedagogical and relational conditions required to promote early career teacher resilience and wellbeing.
650 0 _aeducation.
_9566270
650 0 _aEducational Policy.
_9307810
650 0 _aducation and state.
_9462191
650 0 _aTeaching.
_9134635
650 1 4 _aEducation.
_9566271
650 2 4 _aTeaching and Teacher Education.
_9316041
650 2 4 _aEducational Policy and Politics.
_9312714
650 2 4 _aProfessional & Vocational Education.
_9307356
700 1 _aDown, Barry.
_eauthor.
_9454903
700 1 _aLe Cornu, Rosie.
_eauthor.
_9471626
700 1 _aPeters, Judy.
_eauthor.
_9471627
700 1 _aSullivan, Anna.
_eauthor.
_9471628
700 1 _aPearce, Jane.
_eauthor.
_9471629
700 1 _aHunter, Janet.
_eauthor.
_9291332
710 2 _aSpringerLink (Online service)
_9143950
773 0 _tSpringer eBooks
830 0 _aSpringerBriefs in Education,
_9446006
856 4 0 _uhttp://dx.doi.org/10.1007/978-981-287-173-2
912 _aZDB-2-SHU
999 _c417787