Professional learning places and spaces: The staffroom as a site of beginning teacher induction and transition
lisahunter, Rossi, Tony, Tinning, Richard, Flanagan, Erin, & Macdonald, Doune (2011) Professional learning places and spaces: The staffroom as a site of beginning teacher induction and transition. Asia Pacific Journal of Teacher Education, 39(1), pp. 33-46.
This paper argues that the staffroom is an important professional learning space where beginning teachers interact to understand who they are and the nature of their professional work. The authors highlight the theoretical importance of space and place in the construction and negotiation of beginning teacher subjectivities. To illustrate the staffroom as a particular place where important professional learning could occur the authors use two narratives based on the lived experiences of two beginning teachers, one in a primary context, the other secondary. The authors conclude by calling for greater research attention to the significance of the staffroom and its interaction with teacher subjectivities. At the level of practice we also call for the teaching profession to recognise staffrooms as important sites of professional learning and places that should support induction and mentoring of beginning teachers. Such recognition could enhance the retention, satisfaction, and effectiveness of new and experienced teachers alike.
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|Item Type:||Journal Article|
|Keywords:||Space, staffroom, teacher education, physical education|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Teacher Education and Professional Development of Educators (130313)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Health
Current > Institutes > Institute of Health and Biomedical Innovation
Current > Schools > School of Exercise & Nutrition Sciences
|Deposited On:||21 Mar 2016 04:39|
|Last Modified:||22 Mar 2016 03:18|
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