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This book incorporates five interrelated themes that collectively address, from different vantage points, the issue of early career teacher resilience in Australian schools. Whilst the themes provide some preliminary analysis of the factors that contribute to early career teacher resilience, much of the focus is on how early career teachers (and school leaders) themselves understand, experience and respond to the challenges of the first year of teaching. Using the stories of sixty graduate teachers from South Australia and Western Australia, we have attempted to identify and describe some of the key barriers and obstacles to, and factors that interfere with, teacher resilience. On the basis of these stories, we then explore the educational, policy and practice contexts that need to be created in order to support their aspirations of ‘becoming a teacher’.
KeywordsTeacher resilience Educational policy Narratives
- Johnson, B., & Down, B. (2013). Critically re-conceptualising early career teacher resilience. Discourse: Studies in the Cultural Politics of Education, 34(5), 703–715.Google Scholar
- Johnson, B., Down, B., Le Cornu, R., Peters, J., Sullivan, A. M., Pearce, J., & Hunter, J. (2014—forthcoming). Promoting early career teacher resilience: A framework for understanding and acting. Teachers and Teaching: Theory and Practice, Special Edition.Google Scholar