Overview
- Examines the complex issues related to early career teacher retention
- Challenges the dominant thinking on early career teachers and their work
- Contributes to a greater understanding of how we can rethink early career teachers’ work so that they can more successfully transition into the profession
Part of the book series: Professional Learning and Development in Schools and Higher Education (PROD, volume 16)
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Table of contents (11 chapters)
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Front Matter
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Examining Issues Related to Retaining Early Career Teachers
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Front Matter
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Reconsidering Policies and Practices: A Way Forward
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Front Matter
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Back Matter
Keywords
About this book
This book challenges dominant thinking about early career teachers and their work. It offers an in-depth and critical analysis of policies concerning the work of early career teachers and how they are supported during this critical period, when they are highly vulnerable to leaving the profession. Moreover, the book provides examples from actual practice that illustrate how to help early career teachers make a successful transition into the profession. These practices promote early career teachers’ development and help the profession as a whole to capitalize on the new knowledge and skills that these teachers bring to their classrooms and their students.
The book is divided into two main parts. Part 1 deals with the difficult to define process of retaining early career teachers, and its respective chapters consider this broad issue from an international perspective. They explore how policies and practices have an impact on what happens in schools, and what it means to be a teacher and to teach. In turn, Part 2 focuses on the need to reconsider the policies and practices that create the ‘problem’ of early career teachers, and offers alternative ways forward. Each chapter addresses a specific aspect of the early career teacher retention issue, contributing to a greater understanding of how we can rethink the work of early career teachers so that they can more successfully transition into the profession.
Editors and Affiliations
About the editors
Professor Bruce Johnson is an Emeritus Professor of Education at the University of South Australia. He has been the lead researcher in four Australian Research Council funded projects, two of which have focused on the needs of early career teachers. His other research interests include the development and application of socio-cultural resilience theory in school settings, and the use of participatory research methods with children and young people.
Professor Michele Simons is a Professor and Dean of Education at the University of Western Sydney. She was previously the Dean and Head of the School of Education at the University of South Australia. Her research interests include workforce development in education, learning at the workplace, and partnerships to improve the quality of professional learning for teachers.
Bibliographic Information
Book Title: Attracting and Keeping the Best Teachers
Book Subtitle: Issues and Opportunities
Editors: Anna Sullivan, Bruce Johnson, Michele Simons
Series Title: Professional Learning and Development in Schools and Higher Education
DOI: https://doi.org/10.1007/978-981-13-8621-3
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Singapore Pte Ltd. 2019
Hardcover ISBN: 978-981-13-8620-6Published: 04 September 2019
Softcover ISBN: 978-981-13-8623-7Published: 04 September 2020
eBook ISBN: 978-981-13-8621-3Published: 26 August 2019
Series ISSN: 1879-8624
Series E-ISSN: 2543-0556
Edition Number: 1
Number of Pages: VIII, 230
Number of Illustrations: 8 b/w illustrations
Topics: Teaching and Teacher Education, Professional & Vocational Education, Educational Policy and Politics