Adjusting personal expectations: An analysis of early-career teacher narratives
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Description
This narrative inquiry of four early-career teachers examines their changing expectations of themselves as teachers as they shape their professional identities. Drawing upon Clarke and Hollingsworth's Interconnected Model of Teacher Professional Growth (2002), the analysis highlights the essential role that feedback and supportive collegial relationships play in the shift from idealism to a more practical approach to teaching. Recommendations are made for teacher education and induction programs to prepare teachers to critically examine the validity of their explicit and implicit assumptions, beliefs and expectations about themselves as teachers in the early-career years.
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| ID Code: | 108052 |
|---|---|
| Item Type: | QUT Thesis (Masters by Research) |
| Supervisor: | Spooner-Lane, Rebecca & Beutel, Denise |
| Keywords: | teacher expectations, beginning teachers, early career teachers, teacher resilience, teacher feedback, narrative inquiry, teacher identity, teacher support, teacher attrition, teacher growth |
| DOI: | 10.5204/thesis.eprints.108052 |
| Divisions: | Past > QUT Faculties & Divisions > Faculty of Education Past > Schools > School of Cultural & Professional Learning |
| Institution: | Queensland University of Technology |
| Deposited On: | 18 Sep 2017 02:02 |
| Last Modified: | 18 Sep 2017 02:02 |
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