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ERIC Number: EJ1001447
Record Type: Journal
Publication Date: 2012
Pages: 24
Abstractor: ERIC
Reference Count: 41
ISBN: N/A
ISSN: ISSN-0737-5328
Leaving the Profession: The Context behind One Quality Teacher's Professional Burn out
Lloyd, Mary Elizabeth R.
Teacher Education Quarterly, v39 n4 p139-162 Fall 2012
In the spring of 2005, the author began collecting data for a three-year study investigating the effectiveness of preservice preparation as measured by the transfer of pedagogical practices from preservice settings into novice inservice settings. She was interested in whether or not what was being taught, modeled, and/or espoused in a given teacher-preparation program (TPP) was utilized in the practices of clinical interns and later in the practices of these same subjects during their first two years of teaching. Although some of her subjects claimed that what was taught in their TPP was too theoretical, preservice observations (conducted from the spring of 2005 to the spring of 2006) and inservice observations (conducted from the fall of 2006 to the fall of 2007) revealed 65% and 71%, respectively, adherence to TPP practices. While these results were favorable in terms of the effectiveness of preservice preparation, another less favorable result emerged. The subject, Sarah, who transferred the most TPP aligned pedagogical practices into her inservice action (84% of 1,370 observed pedagogical practices) decided to leave the teaching profession following her second inservice year. This is obviously problematic. This young professional was an exemplary novice mathematics teacher. She was well prepared to teach in an innovative manner, utilizing principles and practices aligned with and advocated by (1) her teacher-preparation program and (2) the National Council of Teachers of Mathematics. She was, however, clearly unprepared to sustain this kind of teaching. In this article, the author describes Sarah's novice inservice experiences in order to contribute to the existing teacher-turnover and satisfaction literature. Her story is intended to help teacher educators and school leaders better understand the multi-faceted struggles that novice teachers face and the tensions they must negotiate. These cannot be boiled down to single, disjointed struggles that have obvious solutions, but occur in an interconnected, complex, and contextual manner which can exacerbate problematic situations and make solutions and methods for negotiation elusive (Hancock & Scherff, 2010). (Contains 1 note.) ["Leaving the Profession: The Context behind One Quality Teacher's Professional Burn out" was written with Alexandra Sullivan.]
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A