Abstract
Notions of career and career trajectories are explored in this chapter with a focus on early career teachers. Reference is made to three research studies and the school variations in how early career teachers are supported post-registration and how this affects attrition and retention and, ultimately, the next generation of leaders. A career continuum is offered to contrast between upward career advancement to positional roles and a focus on practice-focused improvements. This contrast is used to reveal different ways of interpreting what leadership and being a leader mean. Teacher leadership is associated with a practice focus, indicating a space for teachers to see professional learning as an opportunity to lead others. The longitudinal study entitled “Teachers of Promise (TOPs): Aspirations and Realities” is introduced and subsequently developed through this and other chapters as illustrative material depicting the voices and experiences of early career teachers. This particular study has captured the sources of job satisfaction, challenges, and opportunities for early career teachers with mention of support for teachers’ extended roles and responsibilities, including leadership. Vignettes of three teachers demonstrate the importance of schools being nurturing environments for early career teachers to deepen their professional expertise.
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Lovett, S. (2018). What Can Be Learnt About Teachers as Leaders and Teacher Leadership from Research on Teachers’ Ambition and Potential?. In: Advocacy for Teacher Leadership. Springer, Cham. https://doi.org/10.1007/978-3-319-74430-8_4
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DOI: https://doi.org/10.1007/978-3-319-74430-8_4
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