Journal article
A Framework for Supporting Teacher Development and Progression: Identifying Conditions to Support Teaching Interns and Early Career Teachers
Australian Journal of Teacher Education, Vol.49(6), pp.105-119
2024
Abstract
Early career teacher retention and progression are complex issues which inform discourse about and review of pre-service teacher preparation. Debate about how to best connect pre-service teachers’ theoretical learning about teaching to practical application and reflection within the classroom (praxis) is ever-present within this dialogue. Extended teaching internship is identified as effective for connecting these elements of learning to teach, through sustained placement activity situated within supportive school environments. These extended experiences are located within communities of practice and facilitate ongoing reflection on transitions from pre-service to early career teaching. The mixed methods research reported here focused on participants’ retrospective views of an extended internship and highlighted key elements that connected practice with developing understandings of what it means to be a teacher. Participants’ perspectives emphasised how their experiences established vital connections between them and the profession. Analysis of these data underpinned the development of a conceptual framework (Teacher Development and Progression Framework) that illustrates the complex nature of learning to teach and how interdependent factors support momentum and traction into and beyond the early career phase.
Details
- Title
- A Framework for Supporting Teacher Development and Progression: Identifying Conditions to Support Teaching Interns and Early Career Teachers
- Authors/Creators
- Sandi Fielder (Author) - Murdoch University, School of EducationChad Morrison PhD (Author) - Murdoch University, School of EducationSusan Ledger (Author) - University of Newcastle AustraliaPeter R Whipp PhD (Author) - Murdoch University, School of Education
- Publication Details
- Australian Journal of Teacher Education, Vol.49(6), pp.105-119
- Publisher
- Edith Cowan University; JOONDALUP
- Number of pages
- 16
- Grant note
- Australian Government Research Training Program Scholarship
This research was part of a Master of Education (Research) and was made possible through the support of the Australian Government Research Training Program Scholarship. I want to thank the internship participants who gave their time to participate in this study. Their perspectives provide valuable insight into the relationship between ITE, Communities of Practice and the Early Career Teacher Resilience Framework.
- Identifiers
- 991005723970107891
- Murdoch Affiliation
- School of Education
- Language
- English
- Resource Type
- Journal article
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