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Intentions of early career teachers: should we stay or should we go now?
Teaching Education Pub Date : 2020-03-10 , DOI: 10.1080/10476210.2020.1730317
Lee Schaefer 1 , Lauren Hennig 1 , Jean Clandinin 2
Affiliation  

ABSTRACT

Early career teachers continue to flee the profession in many countries around the world. In a series of our own studies, we have attempted to better understand the intentions of early career teachers. In this paper, we build on themes that emerged in a 2015 study, published in Teaching Education, with 40 second- and third-year teachers, and interviewed 15 more second- and third-year teachers from another Canadian province. Using a semi-structured interview procedure with a method of thematic analysis, the same 2015 themes emerged in the new study with the exception of two original themes: It’s the kids; and An opportunity for relief: Relational support. Both new themes highlighted relational aspects of sustainability and turned us to the notion of relational agency. We draw on the conception of relational agency to inquire into how early career teachers might establish a capacity to align their thoughts and actions with others on the professional knowledge landscape. We then pose questions surrounding how relational agency helps teacher educators, administrators, and teachers to think differently about how early career teachers might be sustained in teaching.



中文翻译:

早期职业教师的意图:我们应该留下还是现在应该走?

摘要

在世界上许多国家,早期职业教师继续逃离这一职业。在我们自己的一系列研究中,我们试图更好地了解早期职业教师的意图。在本文中,我们以 2015 年发表在《教学教育》上的一项研究中出现的主题为基础,对 40 名二年级和三年级教师进行了采访,并采访了另外 15 名来自加拿大另一个省的二年级和三年级教师。使用带有主题分析方法的半结构化访谈程序,新研究中出现了与 2015 年相同的主题,但两个原始主题除外:它是孩子们;和解脱的机会:关系支持. 这两个新主题都强调了可持续性的关系方面,并使我们转向了关系代理的概念。我们利用关系代理的概念来探究早期职业教师如何建立一种能力,使他们的思想和行动与专业知识领域的其他人保持一致。然后,我们围绕关系代理如何帮助教师教育者、管理人员和教师以不同的方式思考早期职业教师如何在教学中持续存在的问题。

更新日期:2020-03-10
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