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.

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.

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

scholarly journals Leaving School Early: An Examination of Novice Teachers’ Within- and End-of-Year Turnover

2018 ◽  
Vol 56 (1) ◽  
pp. 204-236 ◽  
Author(s):  
Christopher Redding ◽  
Gary T. Henry
Keyword(s):  
North Carolina ◽  
Novice Teachers ◽  
Learning Environments ◽  
Teacher Turnover ◽  
Early Career ◽  
Early Career Teachers ◽  
School Year ◽  
Early Career Teacher ◽  
Turn Over ◽  
Career Teacher

Most prior research measures teacher turnover as an annual event, but teachers actually leave their positions throughout the school year. We use data from North Carolina to measure teacher turnover monthly throughout the entire year and conduct an analysis of their persistence to examine the differences in early career teacher turnover. Annually, 6% of early career teachers turn over during the school year. Teachers trained in traditional, university-based programs are most likely to move schools, and alternate entry and out-of-state prepared teachers are more likely to leave teaching, both during and at the end of the school year. We discuss the implications within-year turnover has on creating disruptive learning environments, particularly in underserved schools.

Curricular coaches’ impact on retention for early-career elementary teachers in the USA

2018 ◽  
Vol 7 (2) ◽  
pp. 191-200 ◽  
Author(s):  
David De Jong ◽  
Ayana Campoli
Keyword(s):  
Elementary Teachers ◽  
Urban Areas ◽  
Teacher Turnover ◽  
Early Career ◽  
Early Career Teachers ◽  
Content Type ◽  
Early Career Teacher ◽  
The Usa ◽  
Career Teachers ◽  
Career Teacher

Purpose Researchers have found that curricular coaches have had an impact on student achievement by supporting classroom teachers in providing high-quality instruction. However, few studies examine the association between curricular coaches and teacher retention, especially in urban areas. Given the high cost of teacher turnover and the high percentage of early-career teachers who leave the profession each year, the purpose of this paper is to investigate whether the presence of curricular coaches in elementary schools reduces turnover among early-career teachers. Design/methodology/approach In this study, the authors analyzed the observational data from the 2007-2008 Schools and Staffing Survey (SASS). The SASS is a nationally representative cross-sectional survey that has been administered repeatedly to public and private kindergarten through 12th-grade teachers in the USA approximately every four years by the National Center for Education Statistics and the US Census Bureau. Findings The authors found that the presence of a curricular coach was associated with a substantial reduction in early-career teacher turnover. This finding suggests that curricular coaches could be a particular benefit to urban schools. Research limitations/implications This study was national in scope; therefore, it does not examine causes of attrition specific to local contexts. Practical implications Curricular coaches may indirectly save urban school districts thousands of dollars because of their impact on reducing early-career teacher attrition. Social implications In this study, the authors found a statistically significant and practically meaningful association between the presence of curricular coaches in schools and the retention of elementary teachers, especially in urban areas. Originality/value The model predicted that among early-career teachers, teachers in schools without curricular coaches are approximately twice as likely to leave the profession the next year compared to teachers in schools with curricular coaches.

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.

Creating Cultures of Daring Greatly for Early-Career Teachers and Early-Career Faculty

2021 ◽  
pp. 329-348
Author(s):  
Aaron Samuel Zimmerman
Keyword(s):  
Higher Education ◽  
Professional Role ◽  
Early Career ◽  
Faculty Members ◽  
Early Career Teachers ◽  
Academic Cultures ◽  
Early Career Teacher ◽  
Early Career Faculty ◽  
Career Teachers ◽  
Career Teacher

Being an early-career teacher and an early-career faculty member are experiences that are fraught with vulnerability. Yet, the vulnerability that underlies these processes of becoming are not always addressed within academic cultures. Unless early-career teachers and early-career faculty are taught how to engage with vulnerability productively, early-career teachers and early-career faculty may blame themselves for the challenges that they encounter, when, in fact, these challenges may be more indicative of the complexity of their professional role rather than a reflection of their personal shortcomings. This chapter will draw on the writing of Brene Brown to describe how early-career teachers and early-career faculty members can choose to engage with vulnerability by daring greatly. This chapter will also make recommendations for how programs of teacher education and institutions of higher education can promote cultures in which the disposition of daring greatly is encouraged and supported.

scholarly journals Professional Ethics as Experienced by Student Teachers: A Neoliberal View

2020 ◽  
Vol 14 (1) ◽  
pp. 89-104
Author(s):  
Marita Cronqvist
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Student Teachers ◽  
Lived Experience ◽  
Professional Ethics ◽  
Teacher Educators ◽  
Phenomenological Study ◽  
Early Career ◽  
Ethical Practice ◽  
Early Career Teachers

Student teachers’ experiences of professional ethics, as lived practice, need to be visualized and verbalized to support their ability to develop an ethical practice. The aim of this article is to discuss the lived experiences of professional ethics from beginning teachers’ internship, based on a phenomenological study. Some of the essential meanings are interpreted in relation to the tension between responsibility and accountability that is emerging from neoliberal influences in teacher education. Inspired by Reflective Life World Research (RLR), interviews were conducted with student teachers specializing in preschool and elementary school. The empirical data was analyzed in order to determine the meanings that constitute the lived experience of professional ethics for early career teachers. By identifying the implications of professional ethics in neoliberal times, teacher educators can more easily observe and communicate the manifestations this has for teaching. Discussions and observations of professional ethics can stimulate student teachers’ learning as part of teacher education discourse.

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