Advertisement

Teachers’ Work

Chapter
  • 1.3k Downloads
Part of the SpringerBriefs in Education book series (BRIEFSEDUCAT)

Abstract

Teachers’ work refers to the complex array of practices, knowledge, relationships and ethical considerations that comprise the role of the teacher. It acknowledges the ways in which teachers’ work is being reshaped in the context of a broader set of economic, political and cultural conditions. Early career teacher resilience is promoted when the focus is on understanding the complex, intense and unpredictable nature of teachers’ work rather than on individual deficits and victim blaming.

Keywords

Work intensification Pedagogy Professional development 

References

  1. Angus, M., McDonald, T., Ormond, C., Rybarcyk, R., Taylor, A., & Winterton, A. (2009). Trajectories of classroom behaviour and academic progress: A study of student engagement with learning. Mount Lawley, WA: Edith Cowan University.Google Scholar
  2. Ayers, W. (2004). Teaching toward freedom: Moral commitment and ethical action in the classroom. Boston: Beacon Press.Google Scholar
  3. Baker, P. H. (2005). Managing student behavior: how ready are teachers to meet the challenge. American Secondary Education, 33(3), 51–64.Google Scholar
  4. Ball, S. (1993). Education policy, power relations and teachers’ work. British Journal of Educational Studies, 41(2), 106–121.CrossRefGoogle Scholar
  5. Connell, R. (1989). The labour process and division of labour. In B. Cosin, M. Flude, & M. Hales (Eds.), School, work and society (pp. 123–134). Sydney: Hodder & Stroughton.Google Scholar
  6. Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013–1055.CrossRefGoogle Scholar
  7. Flores, M., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: a multi-perspective study. Teaching and Teacher Education, 22, 219–232.CrossRefGoogle Scholar
  8. Friedman, I. A. (1995). Student behavior patterns contributing to teacher burnout. Journal of Educational Research, 88, 281–289.CrossRefGoogle Scholar
  9. Hardy, I. (2010). Critiquing teacher professional development: Teacher learning within the field of teachers’ work. Critical Studies in Education, 51(1), 71–84. doi:  10.1080/17508480903450232.
  10. Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14(8), 835–854.CrossRefGoogle Scholar
  11. Hayes, D. N., Mills, M., Christie, P., & Lingard, B. (2006). Teachers and schooling making a difference: Productive pedagogies, assessment and performance. Crows Nest, NSW: Allen & Unwin.Google Scholar
  12. Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38, 499–534.CrossRefGoogle Scholar
  13. Jackson, P. (1968). Life in classrooms. New York: Holt, Rinehart & Winston.Google Scholar
  14. Johnston, K., & Hayes, D. (2007). Supporting student success at school through teacher professional learning: The pedagogy of disrupting the default modes of schooling. International Journal of Inclusive Education, 11(3), 371–381. doi: 10.1080/13603110701240666.CrossRefGoogle Scholar
  15. Kaufman, D., & Moss, D. M. (2010). A new look at pre-service teachers’ conceptions of classroom management and organization: Uncovering complexity and dissonance. The Teacher Educator, 45(2), 118–136.CrossRefGoogle Scholar
  16. Lortie, D. C. (2002). Schoolteacher: A sociological study. Chicago: The University of Chicago Press. (Original work published 1975).Google Scholar
  17. Maguire, M., Ball, S., & Braun, A. (2010). Behaviour, classroom management and student ‘control’: Enacting policy in the English secondary school. International Studies in Sociology of Education, 20(2), 153–170.CrossRefGoogle Scholar
  18. McCormack, A., Gore, J., & Thomas, K. (2006). Early career teacher professional learning. Asia-Pacific Journal of Teacher Education, 34(1), 95–113.CrossRefGoogle Scholar
  19. McNally, J., I’anson, J., Whewell, C., & Wilson, G. (2005). ‘They think that swearing is okay’: First lessons in behaviour management. Journal of Education for Teaching, 31(3), 169–185.CrossRefGoogle Scholar
  20. Mills, C. W. (1971/1959). The sociological imagination. Harmondsworth: Penguin.Google Scholar
  21. Nieto, S. (2003). What keeps teachers going?. New York: Teachers College Press.Google Scholar
  22. Reid, A. (2005). The regulated education market has a past. Discourse: Studies in the Cultural Politics of Education, 26(1), 79–94.Google Scholar
  23. Smyth, J., Down, B., & McInerney, P. (2010). Hanging in with kids. tough times: Engagement in contexts of educational disadvantage in the relational school (Vol. 49). Bern: Peter Lang.Google Scholar
  24. Sullivan, A. M., & Morrison, C. (2014—forthcoming). Enacting policy: The capacity of school leaders to support early career teachers through policy work. The Australian Educational Researcher, 1–18. doi: 10.1007/s13384-014-0155-y
  25. Tyack, D., & Tobin, W. (1994). The ‘grammar’ of schooling: why has it been so hard to change? American Educational Research Journal, 31(3), 453–479.CrossRefGoogle Scholar
  26. Ullucci, K. (2009). “This has to be family”: Humanizing classroom management in urban schools. Journal of Classroom Interaction, 44(1), 13–28.Google Scholar
  27. Wood, A. (2005). The importance of principals: Site administrators’ roles in novice teacher induction. American Secondary Education, 33(2), 39–62.Google Scholar

Copyright information

© The Author(s) 2015

Authors and Affiliations

  1. 1.School of EducationUniversity of South AustraliaAdelaideAustralia
  2. 2.School of EducationMurdoch UniversityPerthAustralia
  3. 3.School of EducationEdith Cowan UniversityPerthAustralia

Personalised recommendations