Early Career Teaching Progression: Examining Canadian Teachers’ Experiences During their First Five Years in the Profession

2021 ◽  
pp. 1-26
Author(s):  
Benjamin Kutsyuruba ◽  
Keith D. Walker ◽  
Ian A. Matheson ◽  
John Bosica
Keyword(s):  
Early Career ◽  
Teachers Experiences

scholarly journals Early Career Teachers’ Experiences of Communicating with Families via Technology: Educatively Dwelling in Tension

in education ◽  
2019 ◽  
Vol 25 (1) ◽  
pp. 34-50
Author(s):  
Nathalie Sandra Reid ◽  
Joanne Farmer ◽  
Claire Desrochers ◽  
Sue McKenzie-Robblee
Keyword(s):  
Early Career ◽  
Digital Learning ◽  
Discussion Forums ◽  
Early Career Teachers ◽  
Structured Interviews ◽  
Online Programs ◽  
Reciprocal Interactions ◽  
Use Of Technology ◽  
Teachers Experiences ◽  
Career Teachers

A variety of online programs, apps, and digital learning management systems currently “provide teachers with a means to more easily communicate and share information with students and parents through discussion forums, social media, videoconferencing, email, grade books, and announcements” (Howell & O’Donnell, 2017, p.28). While technology is often seen as shaping positive shifts in teachers’ and schools’ abilities to communicate with families, we, the five co-researchers in the study Understanding the Interactions Between Early Career Teachers and Families, wondered how early career teachers were experiencing the use of technology to interact with families. During semi-structured interviews with each of the 20 teacher participants, we were awakened, for example, to tensions experienced by many of the teachers when expectations to communicate with families electronically conflicted with their longings for more relational and reciprocal interactions. Yet, we also came to see that the teachers were learning to dwell in these tensions in ways that opened potential for educative (Dewey, 1938) growth and movement toward the kinds of interactions with families they were imagining. This paper takes up technology as one of the resonant threads drawn from and across the teachers’ storied experiences, and inquires narratively into the kinds of generative tensions that many of the teachers were experiencing and drawing on as they imagined increased relational and reciprocal ways of interacting with families, and then moves to wonder how dwelling in these tensions might shape preservice and in-service teacher education.Keywords: Early career teachers; families; technology; interactions; agency

scholarly journals Stories of Sustaining: A Narrative Inquiry Into the Experiences of Two Beginning Teachers

2011 ◽  
Vol 4 (2) ◽  
pp. 275-295 ◽  
Author(s):  
Lee Schaefer ◽  
D. Jean Clandinin
Keyword(s):  
Beginning Teachers ◽  
Narrative Inquiry ◽  
Teacher Attrition ◽  
Beginning Teacher ◽  
Early Career ◽  
Early Career Teacher ◽  
Teachers Experiences ◽  
Dominant Narratives ◽  
Career Teacher ◽  
Beginning Teacher Attrition

Attending to early career teacher attrition as a problem of identity shaping and shifting enabled this narrative inquiry into two beginning teachers’ experiences. We first created a fictionalized survey to show how their experiences could fit neatly into the dominant narratives of early career attrition. We then composed narrative accounts to show each participant’s uniqueness. Seeing beginning teacher attrition through this lens allowed us to become attentive to sustaining moments in these teachers’ lives.

scholarly journals Reasons Early Career Black Special Education Teachers Quit Their Positions

2020 ◽  
pp. 79
Author(s):  
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Special Educators ◽  
Black Teachers ◽  
Research Literature ◽  
Early Career ◽  
Complex Nature ◽  
Education Policies ◽  
Organization Model ◽  
Teachers Experiences

Special education policymakers and practitioners are concerned about attrition among teachers, especially those who leave early in their careers and teachers of color. To increase knowledge about attrition, I examined demographic and interview data from 10 Black teachers who quit their positions before they completed their probationary periods (1-3 years). Guided by Cox’s (1994) cultural diversity in organization model designed to capture the complex nature of diversity in organizations, I used phenomenological research methods to better understand the teachers’ experiences surrounding the decision to quit. The qualitative analyses revealed four themes: (a) inadequate mentoring, (b) role abuse, (c) cultural insensitivity, and (d) inadequate resources. I conclude with suggestions for education policies and practices at the local and federal level that special educators can employ to address these issues. This paper highlights issues of attrition within a subgroup of educators (Black special educators) that are underrepresented in the research literature.

The Social Origins and Provenance of the English Bishops during the Reign of Edward II

1959 ◽  
Vol 9 ◽  
pp. 51-79
Author(s):  
K. Edwards
Keyword(s):  
Middle Ages ◽  
Social Background ◽  
Early Career ◽  
The Political ◽  
Social Origins ◽  
Political Activities ◽  
Edward Ii ◽  
The Social ◽  
Complete Study ◽  
History Of

During the last twenty or twenty-five years medieval historians have been much interested in the composition of the English episcopate. A number of studies of it have been published on periods ranging from the eleventh to the fifteenth and early sixteenth centuries. A further paper might well seem superfluous. My reason for offering one is that most previous writers have concentrated on analysing the professional circles from which the bishops were drawn, and suggesting the influences which their early careers as royal clerks, university masters and students, secular or regular clergy, may have had on their later work as bishops. They have shown comparatively little interest in their social background and provenance, except for those bishops who belonged to magnate families. Some years ago, when working on the political activities of Edward II's bishops, it seemed to me that social origins, family connexions and provenance might in a number of cases have had at least as much influence on a bishop's attitude to politics as his early career. I there fore collected information about the origins and provenance of these bishops. I now think that a rather more careful and complete study of this subject might throw further light not only on the political history of the reign, but on other problems connected with the character and work of the English episcopate. There is a general impression that in England in the later middle ages the bishops' ties with their dioceses were becoming less close, and that they were normally spending less time in diocesan work than their predecessors in the thirteenth century.

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