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 Commentary: Shifting Teacher Education From "Skilling Up" to Sustaining Beginning Teachers

2014 ◽  
Vol 8 (1) ◽  
pp. 15-20 ◽  
Author(s):  
C. Aiden Downey ◽  
Lee Schaefer ◽  
D. Jean Clandinin
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Teacher Knowledge ◽  
Teacher Attrition ◽  
Early Career ◽  
Early Career Teachers ◽  
Knowledge And Skills ◽  
Early Career Teacher ◽  
Stories To Live By ◽  
Career Teacher

Early career teacher attrition is a serious concern. While the problem is usually seen as one of skilling up new teachers, based on a two-year study with 50 early career teachers, we suggest the importance of attending to what sustains them. While beginning teachers need knowledge and skills, they also need places that allow them to continue to live out their stories to live by, identity stories that encompass both who they are and are becoming as teachers and as people. Attending to stories to live by means we attend to teacher knowledge, knowledge shaped in, and expressed in, both personal and professional knowledge landscapes.

Literature Review on Induction and Mentoring Related to Early Career Teacher Attrition and Retention

2012 ◽  
Vol 20 (1) ◽  
pp. 7-26 ◽  
Author(s):  
Julie S. Long ◽  
Sue McKenzie-Robblee ◽  
Lee Schaefer ◽  
Pam Steeves ◽  
Sheri Wnuk ◽  
...  
Keyword(s):  
Literature Review ◽  
Teacher Attrition ◽  
Early Career ◽  
Early Career Teacher ◽  
Career Teacher

Early career teacher attrition in Australia: evidence, definition, classification and measurement

2018 ◽  
Vol 62 (1) ◽  
pp. 61-78 ◽  
Author(s):  
Paul Weldon
Keyword(s):  
Teacher Attrition ◽  
School Environment ◽  
Early Career ◽  
School Level ◽  
Teacher Supply ◽  
Early Career Teacher ◽  
Career Teacher

Scholarly articles and the Australian media claim that 30–50% of Australian teachers leave teaching within their first five years in the role. The figures are considered to be well established although some articles acknowledge that they are estimates. In reality, there is no robust Australian evidence, and figures do not agree. What evidence there is, nationally and internationally, suggests that attrition is dynamic, varies by school level and location, and is not always negative and not always due to the school environment. In the absence of Australian evidence, articles should be more cautious about figures cited, and about causation. Attention should be paid to the classification of attrition types and a typology is outlined in this article, based on the teacher supply pipeline, along with what evidence exists on teacher exits at each level. This typology may facilitate greater transparency about levels of early career teacher attrition, leading to a broader and more nuanced policy and research conversation in the area of teacher supply.

Early career teacher attrition: intentions of teachers beginning

2015 ◽  
Vol 26 (1) ◽  
pp. 1-16 ◽  
Author(s):  
D. Jean Clandinin ◽  
Julie Long ◽  
Lee Schaefer ◽  
C. Aiden Downey ◽  
Pam Steeves ◽  
...  
Keyword(s):  
Teacher Attrition ◽  
Early Career ◽  
Early Career Teacher ◽  
Career Teacher
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